a systems thinking approach in secondary geography education · (1a) identifying the relevant...
TRANSCRIPT
Marjolein Cox
A systems thinking approach in secondary geography education
Supervisor: Prof. dr. An Steegen Co-supervisor: Prof. dr. Jan Elen
Students need to acquire insight in complex global and local
interconnections in order to make more sustainable decisions.
Systems thinking in geography education?
broaden and deepenstudent’s worldview
geographicalthinking
à to better understand topical events and the relation to global challenges
part of geography e.g. climate change, international migration, …
complex systems behind
Overall goal
• to gain insight in students’ handling of complex geographical systems
• to study the potential of a systems thinking approach in secondary geography education
Research outline to achieve overall goal
3 main challenges
PHASE 1
PHASE 2
The current level of students’ systems
thinking abilities
Effect of an intervention
Students’ cognitive processes
Effect of a 2nd intervention
CHALLENGES
1) Towards a definition of systems thinking
Systems thinking is a set of synergistic analytic skills used to improve the capability of
identifying and understanding systems, predicting their behaviors, and devising
modifications to them in order to produce desired effects. These skills work together
as a system. (Arnold & Wade, 2015)
(Arnold & Wade, 2015)
Operational definition
Systems thinking is a cognitive skill that enables to :
(1) construct a causal diagram based on the information of a given source. This means
(1a) identifying the relevant variables in the information
(1b) recognizing the relations between the different variables
(1c) assigning the nature of the relationship (+ or -)
(2) describe relations between variables in words
(3) explain the influence within a system if there is an interference
1) Towards a definition of systems thinking
2) Measuring systems thinking
• No standardized measuring tool
• Development of own test based on operational definition
Add variables to the causal diagram basedon figures and text
Answer a question in words
Construct a causal diagram withinformation in text and figureVariables not provided
3) Fostering systems thinking
• Several tools to foster higher order thinking
• Visual representation of systems’ complex structures
causaldiagrams
computer simulations
concept maps
Qualitative Quantitative
Research outline to achieve overall goal
3 main challenges
PHASE 1
PHASE 2
The current level of students’ systems
thinking abilities
Effect of an intervention
Students’ cognitive processes
Effect of a 2nd interventionPHASE 2
Students’ cognitive processes
Effect of a 2nd intervention
3 main challenges
Research questions – part 1
1) What is the current level of systems thinking in geography forstudents (age 16-18) in Flanders?
2) What is the effect of the use of causal diagrams in geographylessons on students’ systems thinking ability in high school?
3) What is the effect of the use of causal diagrams in geographylessons on geographical content knowledge?
Research design
15
pretest
Lesson series explicitlybased on systems
thinking
posttest
pretest
Lessons composed bythe teacher about the same learning content
posttest
Exam questions
Experimental group (n=448)Professional learning community for teachers
Control group (n=168) Systems thinking
Systems thinking
Content knowledge
pretest pretest
Mean score= 0.52Std. deviation = 0.21
RQ 1: Frequency distribution total score pretest
Sample- 735 students (age 16-18) - 373 ♀ 362♂- 15 schools
Research design
17
pretest
Lesson series explicitlybased on systems
thinking
posttest
pretest
Lessons composed bythe teacher about the same learning content
posttest
Exam questions
Experimental group (n=448)Professional learning community for teachers
Control group (n=168) Systems thinking
Systems thinking
Content knowledge
Lesson series explicitlybased on systems
thinking
Lessons composed bythe teacher about the same learning content
An overview of the intervention
• 8 lessons of 50’
• Topics: world food problem, globalisation, resources, carrying capacity of theearth and international migration
• Central focus was on the construction of causal diagrams for each topic
o Gradually build
Visualisation of the complexity of a system
Causal diagram with variables provided
Identify variables and completion of pre-structured diagram
Identify variables and construct causal diagrams
lesson 1
lesson2-3
lesson4-5
lesson5-8
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Global demand palm oil Palm oil plantationswant to expand
(illegal) forest andpeat fires
CO2 caption
emission greenhousegasses
conflicts on land
Global warming
deforestation
soil degradation
biodiversity
health issues
air pollution
employment
Palm oil plantations
use of fertilizer Water pollution
export palm oil
+
+
+
+
+
+
+
+
+
-
-
+
+
+
-
+
+
+
-
Research design
20
pretest
Lesson series explicitlybased on systems
thinking
posttest
pretest
Lessons composed bythe teacher about the same learning content
posttest
Exam questions
Experimental group (n=448)Professional learning community for teachers
Control group (n=168) Systems thinking
Systems thinking
Content knowledge
posttest posttest
Exam questions
thinking
RQ 2&3: Main results of the intervention
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Group NPRETEST POSTTEST EXAM
Mean Std. Dev. Mean Std. Dev. Mean Std. Dev
control 168 0,56 0,21 0,42 0,13 0,58 0,19
experimental 449 0,53 0,20 0,47 0,11 0,62 0,19
No significant difference
Significant group effect
No significant effect of group
RQ 2&3: Main results of the intervention
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• Positive significant effect on students’ systems thinking ability
• Positive effect on student’s content knowledge
• Importance of language proficiency
• Improvement depth of reasoning and stimulation discussion
• Difficulties with + and –
• Students and teachers struggle with assessment
• Teachers still use it
• Text book authors integrated it in new books
Conclusions first phase
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• First results are positive, but special attention necessary ifintegrated in secondary education
• Further research necessary on e.g.
o Cognitive activities while constructing causal diagram
o Spatial awareness of connections
o …
Research outline to achieve overall goal
3 main challenges
PHASE 1
PHASE 2
The current level of students’ systems
thinking abilities
Effect of an intervention
Students’ cognitive processes
Effect of a 2nd intervention
3 main challenges
PHASE 1
The current level of students’ systems
thinking abilities
Effect of an intervention
Research questions – part 2
4) What cognitive activities do students show whileconstructing a causal diagram, after they have been taught to construct causal diagrams?
5) Are students more aware of the spatial embeddedness of relations if the causal diagrams in their lessons are enriched with spatial scales?
4) What cognitive activities do students show whileconstructing a causal diagram, after they have been taught to construct causal diagrams?
26
Global demand palm oil
Palm oil plantationswant to expand
(illegal) forest andpeat fires
CO2 caption
emission greenhousegasses
conflicts on land
Global warming
deforestation
soil degradation
biodiversity
health issues
air pollution
employment
Palm oil plantations
use of fertilizerwater pollution
export palm oil
+
+
+
+
+
+
+
+
+
-
-
+
+
+
-
+
+
+
WorldIndonesia and neigbouring countries
Sumatra
-
Research design
27
pretest
Lesson series explicitlybased on spatial
component in analyzedsystems
posttest
Task-based think-aloud
interview (n=3)
pretest
Lessons in which samesystems are analyzed but
without a focs andvisualization of reations’ spatial embeddedness
posttest
Task-based think-aloud interview (n=3)
Experimental group (n=16) Control group (n=16)
pretest
posttest
Lesson series explicitlybased on spatial
component in analyzedsystems
Lessons in which samesystems are analyzed but
without a focs andvisualization of reations’ spatial embeddedness
posttest
pretest
Conclusions second phase
• The use of enriched diagrams can awaken students’ awareness on the spatial embeddedness of relations andmake them use it actively while processing information
General discussion and conclusion
A systems thinking approach has potential in secondarygeography education!
Further elements to consider
• Learning progressions trough secondary education
• Alternative tools in addition to causal diagrams
• The role of language in relational thinking
Questions?