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 10th 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.
Bibliographical notePublisher Copyright:
© 2019 Royal Society of Biology.
- fundamental principle
- system thinking