The Effect of Teaching Strategies for Global Citizen on Systematic Thinking Skills in High School Curriculum

The main purpose of this paper is to investigate the effect of teaching strategies for global citizen on the scale of systemic thinking (precision change and interactive learning) in teachers. The method is quasi-experimental in which the control group and experimental group were selected randomly in the semi-experimental model. The model for this article has been Life Skills of Global Citizen. The statistical population includes all the teachers participating in strategies for global citizen service training.  Fifty statistical samples were randomly selected from the control group and experimental group. They were gathered through systemic thinking questionnaire in precision change and interactive learning that their face and content validity were explored and affirmed. Their stability was. .86 and .91 respectively. The method for descriptive statistics data analysis and t-test is differential. The findings of this paper indicates that the average of systemic thinking before implementation in experimental group and control group has been 13.74 and 12.69 respectively; which after the implementation had been raised to 19.13 and 13.97. The average grade of interactive learning before implementation in experimental group and control group had been 7.71 and 8.12 respectively; which after implementation has been raised to 16.14 and 12.38. The result of t-test implementation in two independent groups in differential form in its effects on precision change (t=7.902) with 99 percent guarantee differs in control group and experimental group. The change scale between control group and experimental group and also the result of t-test had directly influenced the effect of independent variables on the second criterion variable. As the result, teaching strategies for global citizen affects the systemic thinking scale in teachers’ curriculum.