Assessing (Social-Ecological) Systems Thinking by Evaluating Cognitive Maps

Steven Gray,Philippe J Giabbanelli,Patricia Norris,Jennifer Hodbod,Sharon Akabas,Erin Betley,Rebecca C Jordan,Cynthia Wei,Eleanor J Sterling,Payam Aminpour,Lissy Goralnik,Alison Singer

doi:10.3390/su11205753

Abstract

Systems thinking (ST) skills are often the foundation of sustainability science curricula. Though ST skill sets are used as a basic approach to reasoning about complex environmental problems, there are gaps in our understanding regarding the best ways to promote and assess ST learning in classrooms. Since ST learning provides Science, Technology, Engineering, and Mathematics (STEM) students’ important skills and awareness to participate in environmental problem-solving, addressing these gaps is an important STEM learning contribution. We have created guidelines for teaching and measuring ST skills derived from a hybrid of a literature review and through case study data collection. Our approach is based on semi-quantitative cognitive mapping techniques meant to support deep reasoning about the complexities of social–ecological issues. We begin by arguing that ST should be evaluated on a continuum of understanding rather than a binary of correct/incorrect or present/absent. We then suggest four fundamental dimensions of teaching and evaluating ST which include: (1) system structure, (2) system function, (3) identification of leverage points for change, and (4) trade-off analysis. Finally, we use a case study to show how these ideas can be assessed through cognitive maps to help students develop deep system understanding and the capacity to propose innovative solutions to sustainability problems.

Highlights

Addressing contemporary social–ecological problems in an increasingly complex world requires that the generation of sustainability scientists possess “systems thinking” (ST) skills
ST skills are widely believed to be a unifying framework for many STEM disciplines [37] and are critical for handling the complexity facing the world in the coming decades, assessing and teaching ST in the classroom is far from becoming a routine part of classroom practice
If ST thinking is going to be used in practice, instructors need to identify ST learning goals when designing ST curriculum around a particular context

Summary

Introduction

Addressing contemporary social–ecological problems in an increasingly complex world requires that the generation of sustainability scientists possess “systems thinking” (ST) skills. ST thinking is a core Science, Technology, Engineering, and Mathematics (STEM) skill related to learner capacity to engage “wicked problems” and participate meaningfully in identifying pathways for positive change. Wicked problems are those with high levels of uncertainty and value conflict where there is no single solution to the problem (see [6] for more details about “wicked problems”). Often the scope and scale of sustainability problems, as well as the inherent value dynamics, which elicit emotional engagement, can be overwhelming for learners [8] This can lead to apathy or powerlessness, which are both impediments to meaningful participation and learning [9]. Analyze the trade-offs a management decision or exogenous shock may result in within a social–ecological system, and at the scales above and below

System Structure

System Function

Leverage Points

Trade-Offs

Assessing Systems Thinking by Evaluating Cognitive Maps

Conclusions