<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Araitz Uskola</style></author><author><style face="normal" font="default" size="100%">Haizea Gardeazabal</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MULTIMODAL REPRESENTATIONS FOR DEVELOPING PRESERVICE TEACHERS´ SYSTEMS THINKING FOR ADDRESSING COMPLEX HEALTH ISSUES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">antimicrobial resistance</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed methods</style></keyword><keyword><style  face="normal" font="default" size="100%">model representation</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">systems thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4863033</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Science educators highlight the importance and difficulty of developing systems thinking (ST) for addressing complex health problems such as antimicrobial resistance (AMR). Thus, it is necessary to study which strategies can facilitate this development. This study addressed how modelling activities fostered the ST developed by pre-service teachers (PSTs) in the context of AMR. The identification of components and relationships, the proposal of actions, and taking an ‘inside the system’ perspective were considered as ST dimensions. The research data consisted of explanations about AMR written individually at the beginning and at the end of the sequence, as well as group activities, performed by a group of 56 PSTs. The results show that after completing the activities, most participants explained AMR including ‘One Health’ vision, saw themselves as victims of AMR but less as causes or agents of change, and articulated complex cause-effect relationships in their retrospective reasoning. Moreover, the performance of retrospective reasoning in intermediate activities that implied diverse representations stood out. It was concluded that using multimodal representations might be a useful strategy in science education to facilitate the development of PSTs´ ST for understanding and acting on systems.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">409-430</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Martinez Pena, I.</style></author><author><style face="normal" font="default" size="100%">Blanca Puig</style></author><author><style face="normal" font="default" size="100%">Araitz Uskola</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SYSTEMS THINKING (ST) ON COMPLEX HEALTH ISSUES: THE APPLICATION OF THE ONE HEALTH (OH) APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Covid-19 pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">interpretative study</style></keyword><keyword><style  face="normal" font="default" size="100%">one health</style></keyword><keyword><style  face="normal" font="default" size="100%">systems thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">zoonosis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1724480499.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Systems thinking (ST) is an essential skill for understanding complex issues, making predictions and informed decisions. This research explores how students applied ST in complex health contexts using the ‘One Health’ (OH) approach. OH highlights the interdependence relationship between animal, human and ecosystemic health (including plants). Eighteen upper secondary school students were involved in activities that aimed to foster their capacity to apply ST to explain the causes of the COVID-19 pandemic, to anticipate future pandemics and to propose actions for preventing them. Individual written tasks were examined using content analysis methods. Four dimensions of ST were considered, and levels were established based on the literature and in interaction with data. Most participants articulated various aspects of ST in their responses, but they did not do so consistently. Students had difficulties both in anticipating future pandemics and in proposing actions to prevent them. After the completion of the activities, most students showed an improved understanding of the OH notion. They identified the components, relationships and provided examples of causal interrelationships, such as those involved in zoonotic diseases. The findings point to the potential of the OH approach in Biology education, as it promotes students’ understanding of complex health issues from a systemic view.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">723-738</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ruying Li</style></author><author><style face="normal" font="default" size="100%">Gaofeng Li</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING LOWER-SECONDARY SCHOOL STUDENTS’ SYSTEMS THINKING PERFORMANCE IN ECOLOGICAL ISSUES </style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">environment education</style></keyword><keyword><style  face="normal" font="default" size="100%">lower-secondary school</style></keyword><keyword><style  face="normal" font="default" size="100%">partial credit model</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">systems thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1697653787.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Exploring students’ systems thinking (ST) is essential in enhancing science learning, but existing studies have failed to understand students’ ST fully as it relates to ecological issues. This study aimed to fill the aforementioned literature gap by exploring lower-secondary school students’ ST regarding ecological issues. The Systems Thinking Test regarding Ecological Issues, which measures four ST skills (system organisation, behaviour, application, and evaluation), was administered to 1,092 lower-secondary school students. The results reveal low ST performance in ecological issues, with students finding it particularly difficult to identify interactions among components and understand system characteristics. Furthermore, most lacked reflective consciousness and consideration of the diverse dimensions of ecological issues, resulting in monocausal reasoning in system decision-making and evaluation. Comparatively, urban school students performed better than their rural counterparts; additionally, an item-level analysis revealed that climate warming was challenging for the students to understand. This study suggests that greater efforts should be made to address students’ drawbacks and that multi-perspectival teaching is necessary in the context of ecological issues. The addition of system decision-making and evaluation in assessments can enable a broader understanding of ST.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">865-880</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andris Broks</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SYSTEMS THEORY OF SYSTEMS THINKING: GENERAL AND PARTICULAR WITHIN MODERN SCIENCE AND TECHNOLOGY EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">practical life</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">systems approach</style></keyword><keyword><style  face="normal" font="default" size="100%">systems thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482423498.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Following the concept of human as spiritual alive body, human thinking is spiritual activity of our brain – brainwork. Today we accept that thinking means processing of information what is important for management of human body life. Studying organization of human brainwork, people have discovered that all our thoughts and thinking activities are interconnected and form definite hierarchic structures. Humans reflect world as a set or network of diverse phenomena by building corresponding theories or models of observed phenomena. In other words, all phenomena in human world of thoughts are reflected as SYSTEMS, which are organizational units of Systems Thinking. Every system contains their interconnected parts and as a whole is a part of surrounding medium, made from other systems. Such hierarchic integral understanding and comprehension of human brainwork today has become the basic value of Systems Theory as theory of Systems Thinking. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">408-410</style></section></record></records></xml>