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Abstract
Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable’s peculiarities. Overall, the tested methodology is effective, but will need to be sharpened in the future. The results also offer starting points for future research to further deepen the path taken here.
Highlights
The complexity of today’s major problems concerning sustainability requires a networked perspective on knowledge [1]
The 14 evaluation variants yielded the average results shown in Table 3 for all mystery maps as an overview
This study’s objective was to develop an evaluation technique for mystery maps based on recognizable as the weakest graph, as it has a large diameter, which can be seen from the elongated various references [4] that should correlate with the diameter as an implemented quality measure shape,ofwhile (b) is different because more cross-connections can to beevaluate seen here
Summary
The complexity of today’s major problems concerning sustainability requires a networked perspective on knowledge [1]. School teaching plays an important role in facilitating students’ development of this perspective. To create learning environments that convey complexity and networking, teachers require an assessment that enables them to provide targeted support. The application of such an assessment tool, which is an expertise-based reference to the mystery method, or mystery for short [2,3], in a complex sustainability context [4], is presented. The reference will be used as a basis to evaluate learners’ influence diagrams qualitatively. In this way, systems thinking, one of the central competences within Education for Sustainable Development (ESD), is assessed [5,6,7]
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