Assessing individuals' understanding of nonlinear causal structures in complex systems

Plate, Richard

doi:10.1002/sdr.432

Cited by 127 publications

(100 citation statements)

References 21 publications

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“…Subsequently, a more detailed classification scheme for the semantic information based on Kurtz dos Santos et al [36] and Plate [37] was developed. Concepts were divided into entities, attributes, quantities, and processes (landmarks were scored as a specific type of quantity), and their occurrences counted.…”

Section: Knowledge Content and Structure Analysismentioning

confidence: 99%

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Learning by Conceptual Modeling--Changes in Knowledge Structure and Content

Zitek

Poppe

Stelzhammer

et al. 2013

IEEE Trans. Learning Technol.

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The DynaLearn interactive learning environment enables learning by having learners create conceptual models of system's behavior. This paper reports on exploratory evaluation studies using the DynaLearn software, carried out with learners studying environmental science. Two three-day modeling sessions were conducted in two consecutive years with two students exploring the evolving prototype of the software. The learners worked on assignments designed to achieve specific learning goals. To investigate conceptual changes on behalf of the learner, a set of parameters was applied for semantic text analysis of written pre-and posttests. The evaluation results show key changes occurring in knowledge structure and content in both years for both students. Indications of an effect of prior knowledge on the magnitude of conceptual change were found. The results confirm the potential of DynaLearn for inducing causal and interlinked understanding of environmental systems.

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Section: Knowledge Content and Structure Analysismentioning

confidence: 99%

“…To capture changes in knowledge structure in more detail, the web-like causality was assessed according to Plate [37]. Two measures were used.…”

Section: Knowledge Content and Structure Analysismentioning

confidence: 99%

Learning by Conceptual Modeling--Changes in Knowledge Structure and Content

Zitek

Poppe

Stelzhammer

et al. 2013

IEEE Trans. Learning Technol.

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“…Causal mapping is expected to foster the development of an appropriate mental model to support the problem solver in understanding the dynamics of complex systems (Huff 2002;Plate 2010) and to use this deeper understanding for a successful system control. Nevertheless, it remains unclear what kind of knowledge should be acquired through causal mapping, how participants can use and exploit the acquired knowledge for controlling a dynamic system and, as our study showed, under which conditions (e.g.…”

Section: Implications For Theorymentioning

confidence: 99%

“…In particular, modeling the causal structures of a problem is expected to foster the development of an appropriate mental model, to support the problem solver in understanding the dynamics of complex systems and to encourage holistic synthesis rather than reductive analysis (Huff 2002;Plate 2010;Sterman 2000). This assumption builds on the idea that humans make use of mental maps to represent their environment and to make predictions about it (Bryson et al 2004).…”

mentioning

confidence: 99%

Does visualization enhance complex problem solving? The effect of causal mapping on performance in the computer-based microworld Tailorshop

Öllinger

Hammon

Grundherr

et al. 2015

Education Tech Research Dev

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Causal mapping is often recognized as a technique to support strategic decisions and actions in complex problem situations. Such drawing of causal structures is supposed to particularly foster the understanding of the interaction of the various system elements and to further encourage holistic thinking. It builds on the idea that humans make use of mental maps to represent their environment and to make predictions about it. However, a profound theoretical underpinning and empirical research of the effects of causal mapping on problem solving is missing. This study compares a causal mapping approach with more common problem solving techniques utilizing the standardized computer-simulated microworld Tailorshop. Results show that causal mapping leads to a worse performance in managing the Tailorshop and was not associated with increased knowledge about the underlying system's structure. We conclude that the successful representation of the causal structure and the control of a complex scenario require the concerted interplay of cognitive skills that go beyond drawing causal maps.

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“…A sufficient simulation could also be designed in a way that is meaningful to educators outside of the system dynamics community. This is a highly desired quality in systems thinking assessment [36] .…”

Section: Assessment Of Systems Thinkingmentioning

confidence: 99%