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系統思考之實踐：專案導向式學習教學 (出版於課程與教學季刊) Implementation of Systems Thinking – Teaching in Project-Based Learning (Published in Curriculum & Instruction Quarterly)
Abstract
隨著全球化與科技發展，運用系統思考（systems thinking）釐清並解決複雜問題已是國際產學界的趨勢。在鼓勵創新、師生互動與學生自主的教育趨勢下，專案導向式學習（project-based learning，PBL）被認為是能有效提升教育實踐之方式。因此，本研究目的乃施行整合系統思考與PBL的創新課程。實行方法係採課程設計與田野專案實作方式，課程設計採用階層式議題法的設計原理，將PBL特色結合系統思考理論與方法，並將之分為五個整合教學與實踐的步驟。本研究參與者為本校醫務管理學系2016年第二學期開設系選修課程「系統思考之應用」之選修學生共計8人，專案實施場域為本校附設醫院之周遭區域，專案主題為：「降低醫院周遭隨意丟棄菸蒂」。結果顯示，採用結合系統思考與PBL課程設計提升了學生對於實際問題運用系統思考的能力。此種教學方式得以作為其他科目之教學參考。
Complexity of issues has been accelerated on account of globalization and technology development. Application of systems thinking has been recognized as a useful approach to solving complex problems by both academics and industries. Nevertheless, implementing systems thinking is still their challenges. Given the current trend of encouraging continuous innovation, teacher-student interaction, and student self-directed education, project-based learning (PBL) has been proved to be an effective learning and implementation approach. Therefore, the study aims to facilitate an integration of systems thinking and PBL into an innovated course. The hierarchical issue method (HIM) was adopted to redesign the course, synthesizing PBL and systems thinking into a five-step teaching and project implementation approach. The participants were 8 students who enrolled the elective course, ＂Application of Systems Thinking,＂ at School of Healthcare Administration in the second semester of 2016. The surrounding area of the university affiliated hospital was the project implementation field, and the project was ＂Reducing cigarette butt waste around the hospital.＂ After implementing this course, improvements were found in both project performance and student learning effectiveness. The results showed that the students have improved their capability of using systems thinking through PBL processes. This teaching approach systematically provided students with opportunities to practice systems thinking skills in school education. To well prepare students for practical challenges in the future, this course can be used as a reference for other subjects in education.
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This case study describes a continuous improvement experience, conducted from 2002 to 2014 in Sao Paulo, Brazil, within 47 Project-Based Learning MBA courses, involving aproximatelly 1.400 students. The experience report will focus on four themes: (1) understanding the main dynamics present in MBA courses (2) planning a systemic intervention in order to improve the following courses (3) doing the intervention and analysing the results (4) assuring the continuous improvement.
Feasibility study is one of the most important parts of decision making for project investment. Current industrial approach to estimate benefit of advanced process control (APC) is based on the conventional estimation techniques, namely, statistical analysis, net present value, and payback period. These conventional approaches can answer the investment either 'Go' or 'No Go'. The gap analysis reveals that economic uncertainties and inflexibility of decision criteria are the issues required improvement on the decision making process. In this paper, we apply a real options approach to develop option to defer analysis as part of the proposed feasibility study of APC project. We demonstrate improvement of the proposed method with a case study on ethylene plant in Thailand. The result shows that option to defer can answer 'when to defer' and 'when to invest'. Hence, this approach enhances the investment decision making under economic uncertainties and provides flexible decision criteria.
This paper presents initial results from a survey of project based learning conducted across a dozen strata of high schools including several major reform networks. This approach to instruction appears to be central to progressive reforms in small high schools. We found relationships to reforms such as teaching across the curriculum, student personalization and community engagement. The most professionally engaged teachers were more frequent users of project based learning and related practices. Equity concerns are discussed in the context of a review of other national studies, and a national evaluation by the American Institutes for Research provides baseline data for comparison.
Cognitive load theory (CLT) originated in the 1980s and underwent substantial development and expansion in the 1990s by researchers from around the globe. As the articles in this special issue demonstrate, it is a major theory providing a framework for investigations into cognitive processes and instructional design. By simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures.
Problem-based learning (PBL) as a teaching learning method has been implemented by the Department of Nursing Universiti Kebangsaan Malaysia (UKM) since 1996. The conceptual framework of conducting PBL uses systems approach involving input, process and output. The systems input of PBL is preparation stage which includes the determination of clear learning outcomes in the development of generic skills, introducing of PBL as a teaching learning method to students as well as teaching staff, training of the facilitators, and preparation of PBL package to ensure the success of PBL. The systems Process of PBL is its implementation involving the integration of medical sciences such as anatomy, physiology and biochemistry, nursing sciences, social sciences and clinical practice. The process also involves three stages of activities in PBL: i) encountering the problem, ii) self-directed learning and iii) back to the problem. The activities of each stage will produce the outcomes of the PBL. The systems output of PBL is the generic skills that students gain after completing the three stages of activities in PBL. The generic skills include i) application of knowledge, team work and communication skills, ii) professionalism skill iii) leadership skills and iv) critical thinking and problem solving skills. The study concludes that the systems approach can be applied in conducting PBL starting with preparation before the PBL sessions known as input, the three stages and activities of PBL is the process and the generic skills known as output.
The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth-grade students from two different classes of an urban Israeli junior high school who studied an earth systems-based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher-order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry-based learning both indoors and outdoors. © 2005 Wiley Periodicals, Inc.
This study compared the effectiveness of problem-based learning (PBL) and traditional instructional approaches in developing high-school students’ macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group work, and problem-solving efficacy. Over all, PBL was found to be a more effective instructional approach for teaching macroeconomics than traditional lecture–discussion (p = .05). Additional analyses provided evidence that PBL was more effective than traditional instruction with students of average verbal ability and below, students who were more interested in learning economics, and students who were most and least confident in their ability to solve problems.
Awareness of and support for systems thinking and modeling in the public health field are growing, yet there are many practical challenges to implementation. We sought to identify and describe these challenges from the perspectives of practicing public health professionals.
A systems-based methodology, concept mapping, was used in a study of 133 participants from 2 systems-based public health initiatives (the Initiative for the Study and Implementation of Systems and the Syndemics Prevention Network). This method identified 100 key challenges to implementation of systems thinking and modeling in public health work.
The project resulted in a map identifying 8 categories of challenges and the dynamic interactions among them.
Implementation by public health professionals of the 8 simple rules we derived from the clusters in the map identified here will help to address challenges and improve the organization of systems that protect the public's health.
Technologies, such as mobile learning and online inquiry, would be used to create virtual versus real learning effects. In order to enhance the quality of the ecological environment learning projects in school settings, we integrate Project-based learning (PBL) strategy to develop an e-learning platform, and help students exploring their outdoor learning tasks with mobile learning technology. The main idea about the design and development of e-learning platform integrated PBL strategy, how to use mobile learning technology in the PBL learning tasks, and the feedback about PBL exploration from students are discussed in this study.
A project is an in-depth study of a particular topic that one or more children undertake, and consists of exploring the topic or theme such as "building a house" over a period of days or weeks. This book introduces the project approach and suggests applications and examples of this approach in action. Chapters are: (1) "Profile of the Project Approach," defining the approach and describing how project work complements other parts of the preschool curriculum; (2) "Research and Principles of Practice," discussing the conceptual basis for a project approach; (3) "Project Work in Action," illustrating the variety of project work; (4) "Features of the Project Approach," presenting guidelines for project topic selection, types of project activities, choices children make in project work, the teacher's role, and the three phases of project work; (5) "Teacher Planning," focusing on selecting a topic, making a topic web, deciding on a project's scope, and using five criteria for selecting and focusing on project topics; (6) "Getting Projects Started: Phase I," detailing ways to engage children's interest, initiate the introductory discussion, organize activities for early stages of extended projects, and involve parents; (7) "Projects in Progress: Phase II," discussing ways to maximize children's learning, interest, and motivation; (8) "Consolidating Projects: Phase III," presenting various approaches to concluding a project, such as making presentations to other classes or evaluating the project; and (9) "The Project Approach in Perspective," identifying the project approach as a complement and supplement to other aspects of the curriculum while giving teachers the opportunity to attend equally to social and intellectual development. Appendices present project descriptions, project guidelines, and a checklist for recording Missouri State Competencies applied in the course of project work. Contains about 140 references. (KDFB)
In this study, the affect of a project-based learning introductory course on the Capacity for Engineering Systems Thinking (CEST) of freshman students is considered. The qualitative paradigm was found to be appropriate for this study because the focus was on learning processes and the development of concepts. Four aspects of engineering systems thinking were evident in the students' responses: conceptualization, requirements, alternatives, and optimum. It is found that the extent of these four aspects is related to the students' ability to design and develop a new product. During this study, it became clear that a quantitative tool for assessing CEST is currently not available, and that such a tool is needed. © 2005 Wiley Periodicals, Inc. Syst Eng 8: 187–195, 2005
Project-based learning model: Relevant learning for the 21st century
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