STEM Graduate Students’ Systems Thinking, Modeling and Scientific Understanding—The Case of Food Production

Yehudit Judy Dori,Roee Peretz,Effrat Akiri,Dov Dori,Marina Tal

doi:10.3390/app10217417

Abstract

Modeling and systems thinking skills, as well as scientific understanding, are necessary for comprehending complex, food-related processes. The aim of this research was to evaluate the effect of food-related learning units on graduate students’ systems thinking and modeling skills, as well as on their understanding of science, technology, engineering, and mathematics (STEM) issues. In this research, six STEM experts constructed a conceptual model of the codfish tracking process using Object-Process Methodology. Next, 15 STEM graduate students, who are prospective teachers, participated in a graduate course, which includes four online units on food production processes based on their respective models. Research tools included an expert focus group, student assignments, and questionnaires. Modeling and scientific understanding rubrics were adapted and validated for analysis of the assignments. We found a significant difference in the scores of systems thinking and modeling skills between students with modeling background and those without. Based of students’ feedback along the course, learning in context of food and sustainability also contributed to developing these skills. The contribution is the combination of food production and conceptual models for developing STEM teachers’ systems thinking and modeling skills, and their scientific understanding of food processes and sustainability issues.

Highlights

In an age where problems and systems are becoming ever more interdisciplinary, system thinking is an increasingly sought-after ability
The first research question was: How can a complex food production process be modeled and evaluated? Modeling these processes requires system thinking which is developed while learning conceptual modeling with Object Process Methodology (OPM) using OPCloud
The second research question was: What is the effect, if any, of an OPM-based conceptual modeling of food-related systems course on graduate students’ systems thinking, modeling, and scientific understanding skills? We found a significant difference between students with modeling experience and those who were novices

Summary

Introduction

In an age where problems and systems are becoming ever more interdisciplinary, system thinking is an increasingly sought-after ability. This is especially true when it comes to science, technology, engineering, and mathematics (STEM) disciplines. In response to this need, we have developed two Model-Based Systems Engineering courses as an edX Professional Certificate Program [1]. As STEM-based systems are becoming more complex, the requirement for systems thinking is increasing. Both the Generation Science Standards—NGSS [2] and the criteria of Accreditation Board for.

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