Students' Understanding of Complex Dynamic Systems

Raia, Federica

doi:10.5408/1089-9995-53.3.297

Cited by 62 publications

(39 citation statements)

References 13 publications

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“…Students' tendency to adopt this simple, causal-chain structure has often been cited as an impediment to learning about complex systems and processes (Bullock et al, 1982;Webb and Boltt, 1990;Perkins and Groetzer, 2005). For example, Raia (2005) reports the "linearmonocausal approach" that her students took when learning about earth systems by which they identifi ed a "linear chain of unique causal forces to explain complex natural phenomena." Moreover, the belief that "one cause produces one effect" appears to be equally prevalent in adults (Meadows, 1991).…”

Section: Cognitive Mapping Assessment Of Systems Thinkingmentioning

confidence: 99%

Assessing individuals' understanding of nonlinear causal structures in complex systems

Plate

2010

System Dynamics Review

126

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Educators have provided anecdotal evidence that systems-oriented instruction improves students' ability to comprehend complex systems, but little research has been done to test this hypothesis. This article reviews past attempts to assess systems-oriented instruction and suggests the need for an assessment tool that can be implemented broadly but still provides a nuanced view of individuals' understanding of complex systems. A tool called Cognitive Mapping Assessment of Systems Thinking (CMAST) is presented as a step toward addressing this need. Results from one study using this tool are included to illustrate analyses available and the signifi cance of their results. Results from this study suggest that students receiving systems-oriented instruction exhibit signifi cantly increased ability to understand information about a complex environmental system despite having received no specifi c training in natural resources. CMAST allows researchers to quickly obtain and evaluate quantitative data regarding students' ability to understand complex systems.

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Section: Cognitive Mapping Assessment Of Systems Thinkingmentioning

confidence: 99%

Assessing individuals' understanding of nonlinear causal structures in complex systems

Plate

2010

System Dynamics Review

126

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“…The progress of US undergraduate students towards systems thinking through such courses was investigated by Raia (2005) who concluded:…”

mentioning

confidence: 99%

Geoscience education: an overview

King

2008

Studies in Science Education

146

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“…They found that students are capable of identifying mobile and changeable components in the system (dynamic thinking) of organizing components and processes into different webs and of understanding the system's cyclic nature (Sibley et al 2007). However, they also identified difficulties among students in understanding the existence of multiple causes for a single phenomenon (Raia 2005(Raia , 2008 and in identifying hidden components (Sibley et al 2007). These results led to ''linear mono-causal thinking'' (LMC-A) a descriptive model of students' thinking in which students' perceive dynamic systems in static terms that are not interconnected (rather than identifying interactions), focusing on the isolated behaviors of the phenomenon's components rather than on the impact of their mutual interactions (Raia 2005(Raia , 2008.…”

Section: Models Of System Thinkingmentioning

confidence: 95%

“…The scarce expression of these characteristics, which according to the literature would reflect the height of dynamic thinking, may be the result of limitations in our research tool. It is possible that the questions asked and the explanations required by this study did not elicit in-depth discussion from the students, so it is worth expanding the study with additional tools, such as in-depth interviews with appropriate guidance from the interviewer (Ben-Zvi Assaraf and Orion 2005;Raia 2005). …”

Section: Dynamic Thinkingmentioning

confidence: 99%

“…As Orion (2002) says, ''understanding the interactions between and within each of the subsystems is necessary in order to make practical, intelligent decisions on environmental topics.'' Today, institutes of higher education aim to develop environmental understanding among their students by developing study programs that encourage them to view the Earth as a single, complex system (Raia 2005).…”

Section: Introductionmentioning

confidence: 99%

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Understanding the Earth Systems: Expressions of Dynamic and Cyclic Thinking Among University Students

et al. 2015

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In this two-part study, we examine undergraduate university students' expression of two important system thinking characteristics-dynamic thinking and cyclic thinking-focusing particularly on students of geology. The study was conducted using an Earth systems questionnaire designed to elicit and reflect either dynamic or cyclic thinking. The study's first part was quantitative. Its population consisted of a research group (223 students majoring in geology or physical geography) and a control group (312 students with no background in geology). The students were asked to rate their agreement with each statement on a Likert scale. Overall, the students in the research group expressed higher levels of dynamic thinking than those in the control group. The geology students showed relatively strong dynamic thinking toward the geosphere and hydrosphere, but not the biosphere. In cyclic thinking, their levels were significantly higher for all Earth systems, suggesting a connection between learning about different cycles in Earth systems, developing cyclic thinking and applying it to other Earth cycles. The second part was qualitative and administered only to the students who majored in geology. They were asked to freely explain their answers to the questionnaire's statements. Our aim was to identify recurring patterns in how these students express their dynamic and cyclic thinking. Their explanations were given to four experts in the field of Earth science, who then presented, in a semi-structured interview, the recurring characteristics of dynamic thinking that they found in the students' explanations.

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Students' Understanding of Complex Dynamic Systems

Cited by 62 publications

References 13 publications

Assessing individuals' understanding of nonlinear causal structures in complex systems

Assessing individuals' understanding of nonlinear causal structures in complex systems

Geoscience education: an overview

Understanding the Earth Systems: Expressions of Dynamic and Cyclic Thinking Among University Students

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