Effectiveness of An Integrative Model Aimed at Developing Systemic Thinking in Future Biology Teachers
DOI:
https://doi.org/10.55640/eijp-06-05-74Keywords:
Systems thinking, future biology teacher, biological educationAbstract
This article aims to evaluate the structure and practical effectiveness of an integrative pedagogical model designed to form systemic thinking in future biology teachers. Methods. A quasi-experimental study with non-random group distribution, including initial and final assessments, was conducted in three higher education institutions in Uzbekistan in the 2022-2025 academic years. According to the dissertation, the sample consisted of 619 students, of whom 315 were included in the experimental group and 304 in the control group. The experimental group combined problem-based lectures, case studies, conceptual mapping, systematic modeling, project activities, numerical simulation, independent research, and reflexive assessment. Systemic thinking was determined through tests, graphic and situational tasks, project results, observation, and expert assessment. Results. The average score of the experimental group increased from 3.3693 to 3.8920, and that of the control group increased from 3.3621 to 3.6034. The average increase was 0.5227 and 0.2413, respectively; the difference in increases was 0.2814 points. The source provided a value of t = 6.71 for the final comparison, which was analyzed to be above the critical value at the 0.05 significance level.
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