{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,10]],"date-time":"2026-06-10T18:05:14Z","timestamp":1781114714609,"version":"3.54.1"},"reference-count":74,"publisher":"MDPI AG","issue":"2","license":[{"start":{"date-parts":[[2026,2,20]],"date-time":"2026-02-20T00:00:00Z","timestamp":1771545600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Systems"],"abstract":"<jats:p>The growing emphasis on 21st-century competencies highlights the need to develop students\u2019 systems thinking and problem-solving, particularly in science education, where many concepts involve complex, dynamic relationships. This study examined differences in fifth-grade students\u2019 systems thinking performance and problem-solving perceptions associated with simulation-supported science instruction within the unit Electricity in Our Lives. A quasi-experimental pretest\u2013posttest design was used with two intact classes, in which the experimental group received PhET-supported instruction and a control group followed the national curriculum. Data were collected through a systems thinking test (multiple-choice and open-ended items) and a problem-solving perception scale. The results showed that, after adjusting for baseline scores, the simulation-supported group demonstrated higher posttest systems thinking scores than the control group, with a large effect size. For problem-solving perceptions, the simulation-supported group also showed higher posttest scores compared to the control group. In addition, a moderate positive correlation was observed between systems thinking performance and problem-solving perceptions. Although causal inferences are limited due to the use of two intact classes and the absence of individual-level random assignment, the findings suggest that interactive simulations may support students\u2019 holistic reasoning and engagement in problem-solving processes. The study highlights the potential value of integrating interactive simulations into science curricula to promote deeper cognitive competencies.<\/jats:p>","DOI":"10.3390\/systems14020222","type":"journal-article","created":{"date-parts":[[2026,2,20]],"date-time":"2026-02-20T15:57:11Z","timestamp":1771603031000},"page":"222","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Effects of Simulation-Based Science Instruction on Fifth-Grade Students\u2019 Systems Thinking and Problem-Solving Perceptions"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3669-4537","authenticated-orcid":false,"given":"\u00dcmm\u00fchan","family":"Ormanc\u0131","sequence":"first","affiliation":[{"name":"Faculty of Education, Bursa Uludag University, 16059 Bursa, T\u00fcrkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,2,20]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"1419","DOI":"10.1080\/09500693.2022.2080886","article-title":"Interdisciplinary STEM program on authentic aerosol science research and students\u2019 systems thinking approach in problem-solving","volume":"44","author":"Melton","year":"2022","journal-title":"Int. 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