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dc.contributor.advisorHokayem, Hayaten_US
dc.creatorGhazal, Ihsan
dc.date.accessioned2024-04-29T15:44:29Z
dc.date.available2024-04-29T15:44:29Z
dc.date.issued2024-04-25
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/64186
dc.description.abstractIn an era of increasingly complex challenges, fostering holistic thinking among educators has never been more evident. This study explored the impact of a holistic approach to teaching the nervous system on pre-service teachers' (PSTs) understanding and reasoning abilities. The research investigated how PSTs’ preconceptions, understanding, and reasoning regarding the nervous system evolve after participating in a holistic unit. The study adopted a mixed-methods approach, employing pre- and post-assessments, interviews, rubrics, lesson activities, and observations to gather data. Sixty-eight PSTs engaged in an eight-week unit on the nervous system. Results indicated significant improvements in PSTs’ understanding of the nervous system and systems thinking and enhancements in their reasoning levels. The study highlighted the effectiveness of explicitly teaching systems thinking characteristics in deeper understanding and more holistic teaching practices. The findings offered valuable insights for enhancing science education pedagogy, emphasizing the importance of incorporating systems thinking approaches in PSTs’ training programs.en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoenen_US
dc.subjectScience educationen_US
dc.titlePre-service teachers' systems thinking about the nervous systemen_US
dc.typeTexten_US
etd.degree.levelDoctor of Philosophyen_US
local.collegeCollege of Educationen_US
local.departmentEducationen_US
dc.type.genreDissertationen_US


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