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

Author

Listed:
  • Steven Gray

    (Department of Community Sustainability, Michigan State University, East Lansing, MI 48823, USA)

  • Eleanor J. Sterling

    (Center for Biodiversity and Conservation, American Museum of Natural History, New York, NY 10024, USA)

  • Payam Aminpour

    (Department of Community Sustainability, Michigan State University, East Lansing, MI 48823, USA)

  • Lissy Goralnik

    (Department of Community Sustainability, Michigan State University, East Lansing, MI 48823, USA)

  • Alison Singer

    (Department of Community Sustainability, Michigan State University, East Lansing, MI 48823, USA)

  • Cynthia Wei

    (Science, Technology, and International Affairs Program, Walsh School of Foreign Service, Georgetown University, Washington, DC 20057, USA)

  • Sharon Akabas

    (Institute of Human Nutrition at Columbia University, New York, NY 10032, USA)

  • Rebecca C. Jordan

    (Department of Community Sustainability, Michigan State University, East Lansing, MI 48823, USA)

  • Philippe J. Giabbanelli

    (Department of Computer Science and Software Engineering at Miami University, Oxford, OH 45056, USA)

  • Jennifer Hodbod

    (Department of Community Sustainability, Michigan State University, East Lansing, MI 48823, USA)

  • Erin Betley

    (Center for Biodiversity and Conservation, American Museum of Natural History, New York, NY 10024, USA)

  • Patricia Norris

    (Department of Community Sustainability, Michigan State University, East Lansing, MI 48823, USA)

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.

Suggested Citation

  • Steven Gray & Eleanor J. Sterling & Payam Aminpour & Lissy Goralnik & Alison Singer & Cynthia Wei & Sharon Akabas & Rebecca C. Jordan & Philippe J. Giabbanelli & Jennifer Hodbod & Erin Betley & Patric, 2019. "Assessing (Social-Ecological) Systems Thinking by Evaluating Cognitive Maps," Sustainability, MDPI, vol. 11(20), pages 1-11, October.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:20:p:5753-:d:277482
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    References listed on IDEAS

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    1. Asanga Gunawansa & Harn Wei Kua, 2014. "A Comparison of Climate Change Mitigation and Adaptation Strategies for the Construction Industries of Three Coastal Territories," Sustainable Development, John Wiley & Sons, Ltd., vol. 22(1), pages 52-62, January.
    2. Shirley Vincent & Will Focht, 2011. "Interdisciplinary environmental education: elements of field identity and curriculum design," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 1(1), pages 14-35, March.
    3. Cynthia Wei & William Burnside & Judy Che-Castaldo, 2015. "Teaching socio-environmental synthesis with the case studies approach," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(1), pages 42-49, March.
    4. Sandra S. Batie, 2008. "Wicked Problems and Applied Economics," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 90(5), pages 1176-1191.
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    Cited by:

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    2. María Consuelo Sáiz-Manzanares & Sara Gutiérrez-González & Ángel Rodríguez & Lourdes Alameda Cuenca-Romero & Verónica Calderón & Miguel Ángel Queiruga-Dios, 2020. "Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques," Sustainability, MDPI, vol. 12(17), pages 1-18, August.
    3. Shruthi Dakey & Sameer Deshkar & Shreya Joshi & Vibhas Sukhwani, 2023. "Enhancing Resilience in Coastal Regions from a Socio-Ecological Perspective: A Case Study of Andhra Pradesh, India," Sustainability, MDPI, vol. 15(12), pages 1-23, June.
    4. Shulong Yan & Alexandra I. Race & Heidi L. Ballard & Erin Bird & Sol Henson & Evan F. Portier & Amanda Lindell & Maryam Ghadiri Khanaposhtani & Jadda M. Miller & Emma R. Schectman, 2023. "How Can Participating in a Forest Community and Citizen Science Program Support Elementary School Students’ Understanding of Socio-Ecological Systems?," Sustainability, MDPI, vol. 15(24), pages 1-19, December.
    5. Lalani, Baqir & Aminpour, Payam & Gray, Steven & Williams, Meredith & Büchi, Lucie & Haggar, Jeremy & Grabowski, Philip & Dambiro, José, 2021. "Mapping farmer perceptions, Conservation Agriculture practices and on-farm measurements: The role of systems thinking in the process of adoption," Agricultural Systems, Elsevier, vol. 191(C).
    6. Kelley E. Dugan & Erika A. Mosyjowski & Shanna R. Daly & Lisa R. Lattuca, 2022. "Systems thinking assessments in engineering: A systematic literature review," Systems Research and Behavioral Science, Wiley Blackwell, vol. 39(4), pages 840-866, July.

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