fostering system thinking through experimental … · fostering system thinking through...

FOSTERING SYSTEM THINKING

THROUGH EXPERIMENTAL WORK IN SCHOOL EDUCATION

…in the context of sustainability

HeidelbergUniversity of EducationDepartment of GeographieResearch Group for Earth Observation (rgeo)Czernyring 22/11-12D-69115 Heidelbergwww.rgeo.de Dipl.-Geogr. Svenja Brockmüller brockmueller@ph-heidelberg.de

View of the Geco-Lab

Explanation of environmental phenomena …

Exploration and analysis of geographical and geo-ecological processes in the lab

Detection of environmental changes in the field

Why fostering system

thinking?

Enabling pupils …

• to understand dynamic human-environment systems

• to evaluate complex spatialphenomena

• to act in a responsible and sustainable manner

Geco-Lab, Centre of Competence for Geo-ecological Space Exploration

A current focus within the problem- and action-based educational opportunities in the Geco-Lab is the project “Learning to evaluate regional climate change (ReKli:B)”, sponsored by the

Deutsche Bundesstiftung Umwelt (DBU).

Svenja Brockmüller, Daniel Volz, Alexander SiegmundResearch Group for Earth Observation (rgeo), Department of Geography, Heidelberg University of Education

Recognize the human-environment system

Analysesystem functions

Evaluate spatial processesand interactions

How is the

comparison made?

Intervention study

• Pre-post-test design with random sampling(n=203 pupils, age 15-17)

• Development and validation of a systemcompetency test with 15 items concerningthe four dimensions (A) declarative/conceptual system knowledge, (B) ability of system modelling, (C) ability of using system modelling for problem solving, and (D) evaluating system modelling results(cf. Rieß et al. 2015, Schuler et al. 2016)

Soil erosion model experiment

vs.

Soil erosion computer simulation

What comparison

is made?

System thinking gain after experiments with:

• Hands-on models (M)• Abstract computer simulations (S)• Combination of both approaches (K)Relation to experiencedinterest/motivation

First results

Factor analysis (EFA, CFA, R packages „psych“ & „lavaan“)

• System competency test shows four factors (in accordancewith the four above-named competency dimensions A-D)

Analysis of variance (RM-ANOVA, R packages „ez“ & „ezPlot“)

• Interaction effect of Group:Time is significant• Experiments with all three approaches demonstrably foster

system thinking skills of pupils• Ranking: 1. combination, 2. model, 3. simulation• Level of motivation has a significant influence (only) on

group combination (K)

Pre-testmeans

littlemuch

Post-testmeans