fostering system thinking through experimental … · fostering system thinking through...
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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 [email protected]
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