ABSTRACT

This research project sought to determine how the application of a system thinking learning approach (STLA) affects student perceptions of the fundamental biological principle of homoeostasis. This quasi-experimental study applied a two-group design and included 146 10^th grade students attending heterogeneous public schools (ages 15–16). The quantitative results testify to the contribution of an STLA towards improving the perception of homoeostasis among the studied group. Qualitative analysis revealed that the characteristics of homoeostasis primarily promoted by an STLA were efficiency, dynamics of a homoeostatic process, and environments. The characteristics of coordination and lack of randomness, control regulation and feedback mechanisms, and multisystems, have been partially promoted, and the energy characteristic was found to be the hardest nut to crack. An STLA has the potential to help teachers meet their challenge to facilitate student understanding of the fundamental principle of homoeostasis.

摘要

该研究项目旨在确定系统思维学习方法 (STLA) 的应用如何影响学生对稳态基本生物学原理的看法。这准实验研究采用双组设计，其中包括146级10^日出席异构公立学校（年龄15-16）年级的学生。定量结果证明了 STLA 对改善研究组的稳态感知的贡献。定性分析表明，主要由 STLA 促进的稳态特征是效率、稳态过程的动力学和环境。的特性协调，缺乏随机性，控制调节和反馈机制s 和多系统已部分推广，发现能量特性是最难破解的。STLA 有可能帮助教师应对挑战，促进学生理解稳态的基本原理。