Strand 11 Stand-alone Paper Set 1
- Presenter(s): Roee Peretz; Majd Zouda; Esther Peter;
- Session Length: 90 minutes
- Date: Apr 9, 2026
117 Mapping Systems Thinking Pedagogies in Social Science Education: Implications for Science Teaching and Learning
Roee Peretz ORCID iD
The Technion; Israel
Abstract
This paper synthesizes findings from a scoping review of systems thinking pedagogies in social science education (2015–2025) with an emphasis on sustainability. Using Arksey and O'Malley's framework and PRISMA-ScR reporting; nineteen studies met the inclusion criteria after database searches and screening. Across contexts—K–12; undergraduate; graduate; and professional/community learning—interventions typically blended visual mapping and feedback-loop activities with dialogic or project-based learning; conceptual works developed frameworks that have yet to be widely validated empirically. Common analytical tools included causal loop diagrams; concept maps; soft-systems methods; and; in advanced settings; system dynamics or network analysis. Sustainability was integrated through SDG-aligned tasks; socio-ecological casework; and participatory co-learning designs. The review highlights three field-level challenges: (a) heterogeneous measures that limit cross-study synthesis; (b) underassessment of advanced competencies (e.g.; leverage points; emergence); and (c) small; context-bound samples. Implications for science education include scaffolded curricula from mapping to modeling; use of validated rubrics; and policy-aligned authentic projects. The paper closes by assessing the likely impact on professional members and offering practical steps to strengthen instructional design and research quality.
Strand 11: Cultural; Social; and Gender Issues
145 Relationships to STEM Knowledge in an Elite School
Majd Zouda
University of Toronto; Toronto; Ontario; Canada
Abstract
Despite plethora of research about STEM education; a still underexplored area of such research is elite schools. Elite schools are well-known for their roles in socializing their students into elite groups and preparing them to assume leadership roles/positions; thereby contributing to social stratification. When acknowledging increased influences of STEM discourses on educational practices; and possible roles of STEM education in contributing to social (in-)equity; examining how STEM education is conceptualized and practiced in elite schools can provide better understanding of; and new insights on; privilege making and social (in-)equity. Using Critical Discourse Analysis; this research examines meanings of excellence and distinction in STEM (education) in an elite; independent; co-educational high school in Canada. It examines these meanings via the lenses of the school educators; and in how the school presents itself to the public. Findings revealed an overarching discourse of leadership that largely shaped valued STEM learning experiences. Findings also revealed particular meanings of excellence in STEM (education) that involve; among others; emphases on solid STEM foundations. These meanings can support elite students to construct harmonized ‘relationships to STEM knowledge' that would allow them to develop a sense of entitlement to privilege and to envision leadership roles.
Strand 11: Cultural; Social; and Gender Issues
664 Bridging the Gap: Leveraging Indigenous Knowledge and Technology through CTCA in Biology Classrooms
Esther Oluwafunmilayo Peter ORCID iD1; Imole Samson2; Peter A. Okebukola ORCID iD1; Deborah Oluwatosin Agbanimu ORCID iD3; Franklin Ufoma Onowugbeda ORCID iD4
1Lagos State University; Lagos; Nigeria. 2Old Dominion University; Norfolk; Virginia; USA. 3National Open University; Abuja; Nigeria. 4Lagos State University of Education; Lagos; Nigeria
Abstract
Studies have shown that science in Africa stemmed from external influence and this has led to the inability of science students in Nigeria and Africa to relate with what is being taught in the classrooms. Most concepts in science are abstract; counter intuitive and not consistent with the students existing knowledge translating into the negative attitude and lack of interest students demonstrate towards science subjects which reflects in poor performance of students in these subjects. The study adopted quasi experimental research design. A total of 80 Senior Secondary 2 (SS2) (equivalent to grade 11) biology students participated in the study. The control group had 40 students (23 boys; 17 girls) taught using the lecture method. The experimental group consisted of 40 SS2 students (10 boys; 30 girls) who were taught using the CTCA. The Energy Flow in an Ecosystem Achievement Test (EFEAT); a 40-item multiple-choice test; was used for data collection. It measured student ability across knowledge; understanding; and application cognitive levels; with a reliability coefficient of 0.76. One-way analysis of covariance was applied to test for the statistical difference between the two groups. The result showed that the experimental group performed significantly better than their control group counterparts.
Strand 11: Cultural; Social; and Gender Issues
970 Fostering Young Women's Physics Identity: Longitudinal Analysis of an Inquiry-Based Intervention Program on Climate Physics
Paula Becker1; Peter Wulff ORCID iD2
1Heidelberg University of Education; Heidelberg; Germany. 2Ludwigsburg University of Education; Ludwigsburg; Germany
Abstract
Physics literacy is essential for informed participation in 21st-century societies; yet young women remain underrepresented in advanced physics courses and degree programs. Drawing on physics identity theory and findings by Cribbs et al. (2021) on the link between identity; self-efficacy; and STEM career intentions; this study examines a five-day extracurricular program designed to strengthen self-efficacy; physics identity; and the intention to study physics among young women in their final years of secondary school. The program combined inquiry-based learning on climate change with gender-inclusive strategies; including role models and same-gender settings. Across three iterations (N = 40; M_age = 17.4); participants completed validated questionnaires at pre-test; post-test; and three-week follow-up; with a control group (N = 84) for comparison. Linear mixed models showed significant self-efficacy gains in the intervention group and small but significant increases in intention to study physics. Physics identity was the strongest predictor of intention; consistent with Cribbs et al.; while self-efficacy showed a positive trend. Results indicate that short-term; theoretically grounded programs can promote young women's engagement with physics and foster aspirations for further study.
Strand 11: Cultural; Social; and Gender Issues
description
117 Mapping Systems Thinking Pedagogies in Social Science Education: Implications for Science Teaching and Learning
Roee Peretz ORCID iD
The Technion; Israel
Abstract
This paper synthesizes findings from a scoping review of systems thinking pedagogies in social science education (2015–2025) with an emphasis on sustainability. Using Arksey and O'Malley's framework and PRISMA-ScR reporting; nineteen studies met the inclusion criteria after database searches and screening. Across contexts—K–12; undergraduate; graduate; and professional/community learning—interventions typically blended visual mapping and feedback-loop activities with dialogic or project-based learning; conceptual works developed frameworks that have yet to be widely validated empirically. Common analytical tools included causal loop diagrams; concept maps; soft-systems methods; and; in advanced settings; system dynamics or network analysis. Sustainability was integrated through SDG-aligned tasks; socio-ecological casework; and participatory co-learning designs. The review highlights three field-level challenges: (a) heterogeneous measures that limit cross-study synthesis; (b) underassessment of advanced competencies (e.g.; leverage points; emergence); and (c) small; context-bound samples. Implications for science education include scaffolded curricula from mapping to modeling; use of validated rubrics; and policy-aligned authentic projects. The paper closes by assessing the likely impact on professional members and offering practical steps to strengthen instructional design and research quality.
Strand 11: Cultural; Social; and Gender Issues
145 Relationships to STEM Knowledge in an Elite School
Majd Zouda
University of Toronto; Toronto; Ontario; Canada
Abstract
Despite plethora of research about STEM education; a still underexplored area of such research is elite schools. Elite schools are well-known for their roles in socializing their students into elite groups and preparing them to assume leadership roles/positions; thereby contributing to social stratification. When acknowledging increased influences of STEM discourses on educational practices; and possible roles of STEM education in contributing to social (in-)equity; examining how STEM education is conceptualized and practiced in elite schools can provide better understanding of; and new insights on; privilege making and social (in-)equity. Using Critical Discourse Analysis; this research examines meanings of excellence and distinction in STEM (education) in an elite; independent; co-educational high school in Canada. It examines these meanings via the lenses of the school educators; and in how the school presents itself to the public. Findings revealed an overarching discourse of leadership that largely shaped valued STEM learning experiences. Findings also revealed particular meanings of excellence in STEM (education) that involve; among others; emphases on solid STEM foundations. These meanings can support elite students to construct harmonized ‘relationships to STEM knowledge' that would allow them to develop a sense of entitlement to privilege and to envision leadership roles.
Strand 11: Cultural; Social; and Gender Issues
664 Bridging the Gap: Leveraging Indigenous Knowledge and Technology through CTCA in Biology Classrooms
Esther Oluwafunmilayo Peter ORCID iD1; Imole Samson2; Peter A. Okebukola ORCID iD1; Deborah Oluwatosin Agbanimu ORCID iD3; Franklin Ufoma Onowugbeda ORCID iD4
1Lagos State University; Lagos; Nigeria. 2Old Dominion University; Norfolk; Virginia; USA. 3National Open University; Abuja; Nigeria. 4Lagos State University of Education; Lagos; Nigeria
Abstract
Studies have shown that science in Africa stemmed from external influence and this has led to the inability of science students in Nigeria and Africa to relate with what is being taught in the classrooms. Most concepts in science are abstract; counter intuitive and not consistent with the students existing knowledge translating into the negative attitude and lack of interest students demonstrate towards science subjects which reflects in poor performance of students in these subjects. The study adopted quasi experimental research design. A total of 80 Senior Secondary 2 (SS2) (equivalent to grade 11) biology students participated in the study. The control group had 40 students (23 boys; 17 girls) taught using the lecture method. The experimental group consisted of 40 SS2 students (10 boys; 30 girls) who were taught using the CTCA. The Energy Flow in an Ecosystem Achievement Test (EFEAT); a 40-item multiple-choice test; was used for data collection. It measured student ability across knowledge; understanding; and application cognitive levels; with a reliability coefficient of 0.76. One-way analysis of covariance was applied to test for the statistical difference between the two groups. The result showed that the experimental group performed significantly better than their control group counterparts.
Strand 11: Cultural; Social; and Gender Issues
970 Fostering Young Women's Physics Identity: Longitudinal Analysis of an Inquiry-Based Intervention Program on Climate Physics
Paula Becker1; Peter Wulff ORCID iD2
1Heidelberg University of Education; Heidelberg; Germany. 2Ludwigsburg University of Education; Ludwigsburg; Germany
Abstract
Physics literacy is essential for informed participation in 21st-century societies; yet young women remain underrepresented in advanced physics courses and degree programs. Drawing on physics identity theory and findings by Cribbs et al. (2021) on the link between identity; self-efficacy; and STEM career intentions; this study examines a five-day extracurricular program designed to strengthen self-efficacy; physics identity; and the intention to study physics among young women in their final years of secondary school. The program combined inquiry-based learning on climate change with gender-inclusive strategies; including role models and same-gender settings. Across three iterations (N = 40; M_age = 17.4); participants completed validated questionnaires at pre-test; post-test; and three-week follow-up; with a control group (N = 84) for comparison. Linear mixed models showed significant self-efficacy gains in the intervention group and small but significant increases in intention to study physics. Physics identity was the strongest predictor of intention; consistent with Cribbs et al.; while self-efficacy showed a positive trend. Results indicate that short-term; theoretically grounded programs can promote young women's engagement with physics and foster aspirations for further study.
Strand 11: Cultural; Social; and Gender Issues
