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

Öllinger, Michael; Hammon, Stephanie; Grundherr, Michael von; Funke, Joachim

doi:10.1007/s11423-015-9393-6

Cited by 19 publications

(18 citation statements)

References 39 publications

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“…thinkers require training to successfully use systems thinking tools, the way in which these concepts are transmitted to farm decision-makers is critically important [25]. However, despite recommendations for controlled pre-and post-testing to assess the effectiveness of systems thinking interventions [26], twenty years later, there is still no consensus on the best tools for applying systems thinking or the best ways to teach it.…”

Section: Introductionmentioning

confidence: 99%

Holistic Management and Adaptive Grazing: A Trainers’ View

Mann

Sherren

2018

Sustainability

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Holistic Management (HM) is a grazing practice that typically uses high-intensity rotation of animals through many paddocks, continually adapted through planning and monitoring. Despite widespread disagreement about the environmental and production benefits of HM, researchers from both sides of that debate seem to agree that its emphasis on goal-setting, complexity, adaptivity and strategic decision-making are valuable. These ideas are shared by systems thinking, which has long been foundational in agroecology and recognized as a valuable tool for dealing with agricultural complexity. The transmission of such skills is thus important to understand. Here, twenty-five Canadian and American adaptive grazing trainers were interviewed to learn more about how they teach such systems thinking, and how they reflect upon their trainees as learners and potential adopters. Every trainer considered decision-making to be a major component of their lessons. That training was described as tackling both the "paradigm" level-changing the way participants see the world, themselves or their farm-and the "concept/skill" level. Paradigm shifts were perceived as the biggest challenge for participants. Trainers had difficulty estimating adoption rates because there was little consensus on what constituted an HM-practitioner: to what level must one adopt the practices? We conclude that: (1) trainers' emphasis on paradigms and decision-making confirms that HM is systems thinking in practice; (2) the planning and decision-making components of HM are distinct from the grazing methods; and (3) HM is a fluid and heterogeneous concept that is difficult to define and evaluate.

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Section: Introductionmentioning

confidence: 99%

Holistic Management and Adaptive Grazing: A Trainers’ View

Mann

Sherren

2018

Sustainability

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“…Models are developed for problem solutions so that problem solutions can be better understood by students and constructive contributions can be made to those who carry out teaching processes (Roux and Kloot, 2019;Salloum and BouJaoude, 2019;Öllinger et al, 2015). In addition, evidence of the positive contribution of these models has been obtained (Roux and Kloot, 2019;Salloum and BouJaoude, 2019).…”

Section: Yılmaz 107mentioning

confidence: 99%

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

YÄ±lmaz¹

2020

Int. J. Educ. Admin. Pol. Stud.

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This study aims to use problem solving techniques in solving problems at different stages step by step. The theoretical and experimental semiotic model was developed by using the semiotic model method, which can be established with the relation of priority-recency, and an analysis of the problem solving skills of the students was made. Given that the procedural knowledge questions are used as the type of question to be applied in the development of the semiotic model, the model to be developed is called the semiotic procedural knowledge model. The experimental model will be established with the data collected from 34 science teacher candidates by means of using the qualitative method. Comparing the theoretical and experimental model, analyses will be made to compare the students' knowledge levels and success levels in the steps used correctly or incompletely in problem solutions. These analyses reflect students' ability to establish a relationship between scientific knowledge and technology.

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“…Causal maps are a special kind of concept maps with only causal relations. The link between these relations are also visualized with arrows, and accompanied with a plus or minus sign instead of linking words (Öllinger, Hammon, von Grundherr, & Funke, 2015). Their main findings suggest the iterative process of redirecting and deleting links in the maps as crucial in constructing causal maps.…”

Section: Cognitive Activities During Concept/causal Mapping and Solvimentioning

confidence: 99%

Students’ Reasoning Processes While Constructing Causal Diagrams

Cox¹,

Elen²,

Steegen³

2019

Review of International Geographical Education Online

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The use of causal diagrams to externalize the mental representation of a problem is recognized to be an important step in solving complex problems. In geography education several global challenges taught about in class are highly complex due to the interconnectedness of many causes and consequences. A systems thinking approach might be helpful to better understand these global challenges. Former studies have shown the effectiveness of concept maps and causal diagrams to foster students' systems thinking. However, it is not always obvious for students to construct proper causal diagrams. In order to optimize teaching strategies concerning these complex systems in geography education, this study analyzes students' cognitive strategies while constructing a causal diagram. We used task-based thinkaloud interviews to study their cognitive strategies. Four different cognitive strategies were observed. The different types of cognitive strategies all resulted in an acceptable constructed causal diagram by the students. The presented insights are explorative, but it reveals the thinking processes that are mostly tacit and therefore has the potential to contribute to better teaching strategies. After all, if we know what processes novices go through while carrying out a complex skill, which are often taken for granted by experts, in this case geography teachers, we can raise awareness among teachers to Theoretical Background Research on Complex Problem Solving Complex global challenges or problems such as climate change, hunger and migration flows are studied in geography. These problems can be considered to be complex ill-structured problems. Jonassen (2004) identifies four ways in which problems can vary: structuredness, domain specificity, complexity, and dynamicity. Solutions to ill-structured problems are not predictable, the procedure to solve the problem is often not known and concepts and principles from different domains are required to solve the problems. Furthermore, these problems are also highly complex and dynamic, due to the amount of involved interconnected variables and the fact that these variables, and thereby the problem as a whole, change over time (Jonassen, 2004). According to these criteria the problems mentioned above are ill-structured problems, also known as wicked problems. Complex problems require different intellectual skills and cognitive operations to deal with than well-structured problems (Funke, 2010; Shin, Jonassen, & McGee, 2003), and therefore teaching strategies should be different (Jonassen, 2004). Several authors describe cognitive strategies involved in complex problem solving. Weinstein and Mayer (1986), for instance, mentioned selecting important information in texts, relating content to already acquired knowledge, structuring the learning content in summaries and schemas, critically processing the content by forming an opinion about explicitly take those processes into account while designing lessons.

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

Cited by 19 publications

References 39 publications

Holistic Management and Adaptive Grazing: A Trainers’ View

Holistic Management and Adaptive Grazing: A Trainers’ View

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

Students’ Reasoning Processes While Constructing Causal Diagrams

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