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FOSTERING SYSTEM THINKING THROUGH EXPERIMENTAL WORK IN SCHOOL EDUCATION …in the context of sustainability Heidelberg University of Education Department of Geographie Research Group for Earth Observation ( r geo) Czernyring 22/11-12 D-69115 Heidelberg www.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 spatial phenomena • 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 Siegmund Research Group for Earth Observation ( r geo), Department of Geography, Heidelberg University of Education Recognize the human- environment system Analyse system functions Evaluate spatial processes and 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 system competency test with 15 items concerning the 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 experienced interest/motivation First results Factor analysis (EFA, CFA, R packages „psych“ & „lavaan“) • System competency test shows four factors (in accordance with 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-test means little much Post-test means
