Energy and water resource simulations for U.S. geography undergraduates

Pease, Michael; Pérez-Lapeña, Blanca; Lant, Christopher L.

doi:10.1080/03098265.2018.1554629

Cited by 5 publications

(3 citation statements)

References 29 publications

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“…Geography teaching has the potential to be highly authentic, as much of the discipline is directly concerned with 'real-world' societal and environmental issues and the relationship between them. Pedagogies focused on authentic learning are therefore naturally well suited to engaging students in the discipline, including fieldwork (France & Haigh, 2018;Hovorka & Wolf, 2009), autoethnography (e.g., Rink, 2020), modelling and simulation (e.g., Pease et al, 2019) and problem-based learning (Pawson et al, 2006;Pawson & Poskitt, 2019). More broadly, authenticity taps into societal debates about the value of university education, and is aligned with the focus in higher education of embedding employability into degree programmes (e.g., Robinson, 2009;Villarroel et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teaching (super) wicked problems: authentic learning about climate change

Cross

Congreve

2020

Journal of Geography in Higher Education

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Climate change is a 'super-wicked' problem associated with challenges including food security, mass migration and biodiversity loss. Young people are increasingly expecting their university education to prepare them to address these challenges. This requires universities to go beyond scientific accounts of climate change, and to engage students in the complex interactions between social, economic and environmental systems. Authentic learning develops students' understanding of 'real-world' challenges and is well aligned with pedagogical traditions in geography. We researched the extent to which climate change is framed as a wicked problem and how students undertake authentic learning about it in UK and Ireland undergraduate geography programmes. Our findings show that while authentic approaches to teaching climate change can be well developed at module level, programme design lacks coherence. Teaching focuses on climate problems rather than progressively scaffolding students' skills for finding effective solutions. We propose that academic developers have significant potential to enhance climate change teaching. We present seven principles for geography programme teams to improve climate change teaching in degree programmes. The wicked problems concept emerged at a time of social unrest and growing environmental consciousness and so remains a powerful way to frame teaching about global challenges.

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Section: Introductionmentioning

confidence: 99%

Teaching (super) wicked problems: authentic learning about climate change

Cross

Congreve

2020

Journal of Geography in Higher Education

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“…In other words, through the visualisation of CLEWs modelling, these tools can allow individuals to explore the relationships between emissions, land use, energy supply, and the water cycle, encouraging a more comprehensive understanding of the complex dynamics at play. Indeed, modelling and simulation has been described as an 'authentic learning practice' [33] and is becoming more widely practised due its high potential to improve learning outcomes [81]. An example of using CLEWs tools to visualise modelling and simulation is evidenced by Figure 4.…”

Section: Clews As a Dynamic Visualisation Toolmentioning

confidence: 99%

Empowering Tomorrow’s Problem Solvers: Nexus Thinking and CLEWs Modelling as a Pedagogical Approach to Wicked Problems

et al. 2023

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The increasing prevalence of wicked problems, such as climate change, requires a transformation in education that equips students with the skills, competencies and knowledge to address these complex challenges. Wicked problems are characterised by their incomplete, contradictory, and ever-changing requirements, rendering them difficult to resolve due to intricate interdependencies. Nexus thinking offers a valuable approach to these problems, as it emphasises the interconnectedness of various systems, fostering a more comprehensive understanding of the challenges at hand. In this paper, we propose the use of Climate, Land, Energy, and Water (CLEWs) modelling as an innovative pedagogical strategy tool to cultivate nexus thinking among students. Building upon the pioneering CLEWs pedagogical work of Shivakumar et al., in their ‘Introduction to CLEWs’ Open Learn course, we demonstrate how this approach can be utilised in a Higher Education (HE) setting in the form of a Masters’ module for geography students.

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“…Various software tools like GeoGebra, Minecraft: Education Edition, MakeCode, PORDATA Kids, Etoys, Scratch, Superlogo 3.0, Flora On, labs, video games, mobile app, devices and hardware like smartphones, tablets, robotics and wireless sensors are slowly being introduced to basic education. Computer Simulations can be an important resource for science teaching and the impact of their use has already been documented (Smetana and Bell 2012;Chang et al 2020;Siiman et al 2020;Pease et al 2019). Empirical research has provided evidence of the benefits of CS.…”

Section: Introductionmentioning

confidence: 99%

Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

Araújo¹,

Lopes

Soares

et al. 2021

Communications in Computer and Information Science

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The article refers to an investigation into curricular integration (CI) strategies of computer simulations (CS), level of guidance and teacher mediation on the given tasks when using a CS, in the recognition and conceptual elaboration of the structure of the matter and alterations in the physical state at a microscopic level, in tasks with same degree of orientation and the perception of autonomy by students in the 5th grade. Quantitative and qualitative methods were used. Regarding curricular integration strategies, the class with the best results was the class in which the EXPLORA 1 strategy was applied. With regard to task guidance, the groups submitted to a moderate guidance degree were those who obtained the best learning results. In relations to mediation, the results of mediation are not independent of students' learning and the perception that the student' have about the autonomy and the time they have for the autonomous work. We conclude that autonomy with low guidance can be ineffective and the mediation with a lot of teacher intervention in the context of moderately guidance task can also reduce effectiveness.

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Energy and water resource simulations for U.S. geography undergraduates

Cited by 5 publications

References 29 publications

Teaching (super) wicked problems: authentic learning about climate change

Teaching (super) wicked problems: authentic learning about climate change

Empowering Tomorrow’s Problem Solvers: Nexus Thinking and CLEWs Modelling as a Pedagogical Approach to Wicked Problems

Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

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