Diane Lally|Cory Forbes
Sociohydrologic Systems Thinking: An Analysis of Undergraduate Students’ Operationalization and Modeling of Coupled Human-Water Systems
University of Nebraska–Lincoln|University of Nebraska–Lincoln
one keys science environmental literacy systems thinking learning think interactions systems farreaching effects system dynamic nature systems critical outcomes science learning however students need support develop systems thinking skills undergraduate geoscience classrooms systems thinkingfocused instruction potential benefit student learning gaps exist understanding students use systems thinking operationalize model shs well metacognitive evaluation systems thinking address need designed implemented refined studied introductorylevel interdisciplinary course focused coupled humanwater sociohydrologic systems data study comes three consecutive iterations course involves student models explanations sociohydrologic issue n 163 analyze data counted themed features drawn models applied operationalization rubric written responses analyses written explanations reveal statisticallysignificant differences underlying categories systems thinking f5 768 4016 p lt 005 students best able operationalize systems thinking problem identification 222 sd 073 compared unintended consequences 143 sd 111 studentgenerated systems thinking models revealed statistically significant differences system components patterns mechanisms f2 132 306 p lt 005 students focused strongly system components 1354 sd 715 compared related processes mechanisms qualitative data demonstrated three types model limitation including scopescale temporal specific componentsmechanismspatterns excluded findings implications supporting systems thinking undergraduate geoscience classrooms well insight links two skills