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

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 and Patricia Norris
Additional contact information
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

Sustainability, 2019, vol. 11, issue 20, 1-11

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.

Keywords: social–ecological systems; cognitive mapping; sustainability education; sustainability science; leverage points (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (7)

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