Research On The Evaluation Of High School Students' Biology Systems Thinking

Systems thinking is a kind of capacity to identify the components and their interactions in a system,to recognize the complex causal relationships and dynamics,in order to guide judgment and decision-making.Systems thinking is of great significance to students' learning and complex problem solving.Biology is closely linked to systems thinking.Therefore,researches on the biological systems thinking of high school students can effectively help teachers understand the students' ability level,and provide guidance for teachers to cultivate students' systems thinking ability in a more targeted manner.After summarizing domestic and overseas researches,this study combined foreign STH framework with the characteristics of biology to construct an assessment framework for high school students' biological systems thinking ability.Next,the evaluation method is determined by analyzing the dimensions of ability,and the evaluation content is determined by analyzing the content of middle school biology.On their basis,the evaluation items and corresponding scoring standards are developed.Subsequently,for the purpose of ensuring the evaluation tool has a certain reliability and validity,this study made a preliminary revision of the evaluation tool through expert review,and re-optimized it through two rounds of testing combined with the Rasch model.Finally,the tool was used to evaluate the current situation of students in a middle school in Shanghai.The results show that the evaluation framework of biological systems thinking for high school students constructed in this study,including 3 levels and 8 dimensions,is feasible.The developed high school students' biological systems thinking assessment tool has good reliability and validity after testing,and it can reflect the students' ability.The formal evaluation shows that the biological systems thinking ability of the students in this school is generally good,but the ability of students varies greatly,and students have certain developmental barriers in different dimensions of ability.There are obvious differences in students' biological systems thinking ability in terms of academic performance,teaching methods(this study refers to whether to build a model),and learning approach(this study refers to the frequency of using concept maps,etc.),but there is no difference in gender.Based on the conclusions,this study come up with corresponding suggestions for teachers and students,which offer some guidance to increase students' biological systems thinking ability.