This paper presents the results of the conducted Action Research in 10th grades at the lessons of World History on the problem of development of students' systemic thinking through the realization of the historical concept “change and continuity”.

The relevance of the study lies in the fact that comprehension of modern social phenomena, adequate perception and objective assessment of the events taking place in the world require the possession of methods of historical cognition, in particular, the possession of skills to identify changes and continuity in the historical process.

Change and continuity, cause and effect, similarity and difference, interpretation, evidence and significance - all these historical concepts are provided in the World History curriculum in the NIS-Programme for grades 6-10. Implementing learning based on historical concepts is one of the most effective ways to form and develop holistic or systematic historical thinking in students.

Study timeline: 2023-2024.

Research Questions:

Question 1: What are indicators of students' level of systems thinking development?

Question 2: Does instruction based on historical concepts promote students' systems thinking?

Question 3.

What is a general assessment of the possibility of developing students' systems thinking by implementing instruction based on the historical concept of “change and continuity”?

Question 4:

What methods and strategies for implementing the historical concept of “change and continuity” promote students' systems thinking?

The preface to Joseph O'Connor and Ian McDermott's book “The Art of Systems Thinking” states that: “If the analytical approach to cognition - the brainchild of the XVIII century, then systems thinking as a formalized methodology of scientific cognition was formed during the twentieth century. This did not happen by chance - it was during the last century that human civilization faced the challenges of planetary scale, generated by the manifestation of systemic properties of the biosphere and society” [1]. 

Arnold and Wade (2015) identified 8 key elements that form the ecosystem of systems thinking:

1.         Recognizing interconnections

2. identifying and understanding feedback

3.         Understanding the structure of the system

4.         Ability to distinguish between types of stocks, flows, variables

5.         Identification and understanding of non-linear relationships

6.         Understanding of dynamic behavior

7.         Ability to simplify through conceptual modeling of systems

8.         Understanding of systems of different scales [3].

As a result of the conducted theoretical analysis, the most significant signs of the formation of systemic thinking in students were identified:

1.         Consider the occurring phenomena, processes, situations as a certain system.

2.         Identify the main, basic elements of the system.

3.         Analyze and synthesize enough to make creative use of the existing knowledge base and generate new ideas.

4.         Be able to critically evaluate a situation under conditions of system analysis.

5.         Have the skill of reflection (comprehension, self-analysis, evaluation of one's activity in the process of system analysis of processes or phenomena).

6.         To be able to analyze and predict the development of the system.

The research analyzed the effectiveness of a number of methods and strategies to integrate the concept of “change and continuity” into the learning process. Examples of such active learning methods and strategies include: analyzing and interpreting historical sources, making clusters, graphs, diagrams and applications, REET formula, identifying phases and cycles of change, intelligence mapping.

These methods contribute to students' understanding of continuity and change over time and the ability to generalize to large-scale historical processes or historical patterns. 

As a result of the study it was revealed that the implementation of the concept “change and continuity” develops the ability of students to system analysis, which is important for overcoming the fragmentary vision of historical processes and phenomena and the formation of a holistic worldview. 

The research in action was carried out on the basis of theoretical developments on the importance of developing students' systemic thinking, analyzing the results and forecasting the prospects of applying various methods and techniques to implement the historical concept of “change and continuity” in World History lessons. The selection of methods and strategies was conditioned by the age features of students, their real learning capabilities, peculiarities and also taking into account their opinions. In the course of the research a number of empirical studies were conducted, including entrance, intermediate and final questionnaire survey of students. The questionnaire survey involved 45 10th grade pupils in two schools. The entrance questionnaire of pupils on the question “What difficulties do pupils experience when studying world history?” has shown that 76% of respondents to some extent experience difficulties in identifying changes and continuity of historical events and processes, comprehensive analysis of information and formulating reasoned conclusions based on the generalization of material. The questionnaire presented options: “I always experience difficulties”, ‘I sometimes experience difficulties’, ‘I never experience difficulties’. 24 pupils out of 90 noted that they always experience difficulties in identifying essential features of historical events and phenomena, and 20 pupils - sometimes. 23 students indicated constant and 27 students indicated occasional difficulty in identifying cause and effect relationships. 22 and 30 students showed difficulties in analyzing information comprehensively “always” and “sometimes” respectively. 24 and 27 pupils - permanent and periodic difficulties in generalizing material, respectively. In accordance with the spiral nature of research in action (Saginov, Ermagambetova and Ateybek, 2014), 3 cycles were conducted, including research planning, action (approbation of various methods and strategies for implementing the historical concept “change and continuity” in World History lessons), observation and reflection. After the approbation of each method, interim questionnaires were administered to students in order to obtain feedback on the effectiveness of each method and strategies for the implementation of the concept “change and continuity”. The final questionnaire survey and comparison of the results of pupils' activity at lessons, the results of formative tasks and summative works were the basis for analyzing and formulating the conclusions of the study. The results of students' summative works for a section and a school quarter demonstrated a deeper analysis of information in the issues of topics, in the study of which it was necessary to demonstrate skills and abilities of systematic thinking.

The final questionnaire survey showed an increase in the number of students who have a higher level of systems thinking development compared to the first stage of the study. The growth of the development level of systemic thinking skills according to the developed indicators (ability to identify structural elements of systems, identification of cause-effect relations and significance of historical changes and continuity6 comprehensive analysis of information with subsequent generalization and formulation of conclusions, etc.) averaged from 38% to 66%. This indicates that it is possible to significantly develop the skills and abilities of systemic thinking through the systemic implementation of historical concepts in history lessons. Tony Busen's method (mind maps) was tested at the lesson “Why did the Cold War start?”. Pupils noted the positive aspects of using this method to develop systemic thinking: good visualization, which helps to memorize the material, creativity and development of creative abilities of pupils, and most importantly: this method helps to break down information into interrelated logical blocks and show their hierarchy, interrelation, changes in time and space. This method also well develops associative thinking, which helps to memorize new things, create new ideas, and develop imagination. At the same time, the students noted that information structured according to the Buchsen method may sometimes not be fully understandable to others, as individual thinking and associations may cause difficulties due to differences in perception of information. Summarizing the obtained results, we can conclude about the effectiveness of using the tested methods and teaching strategies for implementing the historical concept of “change and continuity” to develop students' systemic thinking skills. Most of the used methods and strategies tested in the course of the study gave a positive result, which was supported by the results of formative and summative works of students.

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