The Development of Systems Thinking Ability on Human Digestion Using the Use-Modify-Create Framework
DOI:
https://doi.org/10.14456/ojed.2025.20Keywords:
systems thinking, Use-Modify-Create framework, human digestionAbstract
The purposes of this research were to: 1) compare student’s systems thinking ability before and after learned through the Use-Modify-Create framework (UMC), and 2) study student’s systems thinking processes after learned through UMC. The research sample consisted of 16 sixth-grade students, selected through purposive sampling. The research employed a one-group pretest-posttest pre-experimental design. The research instruments included: 1) lesson plans and learning behavior observation forms used in units 1 to 3 with content validity, IOC indices of 0.97, 1.00, and 1.00 respectively; 2) a systems thinking test with reliability coefficient of 0.93; and 3) a evaluation form for computer models with an inter-rater reliability of 0.99. Quantitative data analysis included descriptive statistics and the Wilcoxon test. Qualitative analysis was conducted through content analysis of student behaviors during model construction. The results indicated that: 1) The student's systems thinking ability significantly improved after learning through the Use-Modify-Create framework, compared to before using the framework, at a statistical significance level of .05, and 2) Student's systems thinking process developed in all three dimensions: (1) Identifying system organization - students analyzed system components and identified relationships in the digestive system; (2) System Process Analysis - students analyzed the effects of relationships; and (3) System Modeling - students designed and built new models based on a given situation, analyzing causes and predicting outcomes based on changes within the system.
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