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Developing Seventh Grade Students’ Understanding of Complex Environmental Problems with Systems Tools and Representations: a Quasi-experimental Study

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Abstract

A systems-based classroom intervention on environmental education was designed for seventh grade students; the results were evaluated to see its impact on the development of systems thinking skills and standard science achievement and whether the systems approach is a more effective way to teach environmental issues that are dynamic and complex. A quasi-experimental methodology was used to compare performances of the participants in various dimensions, including systems thinking skills, competence in dynamic environmental problem solving and success in science achievement tests. The same pre-, post- and delayed tests were used with both the comparison and experimental groups in the same public middle school in Istanbul. Classroom activities designed for the comparison group (N = 20) followed the directives of the Science and Technology Curriculum, while the experimental group (N = 22) covered the same subject matter through activities benefiting from systems tools and representations such as behaviour over time graphs, causal loop diagrams, stock-flow structures and hands-on dynamic modelling. After a one-month systems-based instruction, the experimental group demonstrated significantly better systems thinking and dynamic environmental problem solving skills. Achievement in dynamic problem solving was found to be relatively stable over time. However, standard science achievement did not improve at all. This paper focuses on the quantitative analysis of the results, the weaknesses of the curriculum and educational implications.

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Acknowledgements

This research was supported by Boğaziçi University Scientific Research Projects Commission project no. D5729, which enabled the provision of the materials, instruments and service required for the study. Besides, we would like to thank Professor Ebru Zeynep Muğaloğlu for her invaluable feedbacks and encouragement for this article.

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Authors and Affiliations

  1. BAUSTEM Research Center, Bahcesehir University, Istanbul, Turkey

    Zerrin Doganca Kucuk

  2. Institute of Environmental Sciences, Boğaziçi University, Istanbul, Turkey

    Ali Kerem Saysel

Authors
  1. Zerrin Doganca Kucuk
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Correspondence to Zerrin Doganca Kucuk.

Appendix 1. Examples of STST Questions

Appendix 1. Examples of STST Questions

  1. 1)

    (Feedback question)

    1. A.

      Explain the relationship between “hunger” and “eating”. Please complete the sentences below and specify the relationship.

      • As our level of hunger increases, we eat ___________.

      • As we eat more, our level of hunger______________.

    2. B.

      Explain the relationship between “number of chickens” and “number of chicks”. Please complete the sentences below and specify the relationship.

      • As number of chickens increase, number of chicks______________.

      • As number of chicks increase, number of chicken _______________.

    3. C.

      Examine the relationships on the questions a and b. Based on the phrases “increases” and “decreases” compare and contrast these relationships.

  1. 2)

    (Stock-flow thinking question) Erdal cannot handle the pocket money that his parents give and he sometimes borrows money from friends. The amount of money he has borrowed and he has paid back within the first 3 months of the year is listed below:

    • He borrowed 20 TL from Murat and paid back 30 TL to Sezin in January.

    • He borrowed 10 TL from Sezin and paid back 10 TL to Murat in February.

    • He borrowed 10 TL from Murat and made no payment to Sezin in March.

To help Erdal make calculations about his debt, please put “X” to the box you prefer for each statement.

 

True

False

I do not know

a. In January, there has been a decrease in Erdal’s debt.

X

  

b. His total debt in January and February are equal.

X

  

c. His total debt has not changed in March.

 

X

 

d. At the end of the three months, there has been a decline in Erdal’s debt.

 

X

 

Appendix 2. Examples of DEST Questions

  1. 1)

    Greenpeace Mediterranean made a call for a ban on fishing and trading of juvenile fish. Greenpeace volunteers distribute rulers with corresponding fish lengths to fishermen and consumers.

The Ministry of Agriculture declared the legally fishable, minimum bluefish size as 14 cm. However, bluefish are able to reproduce when they reach at 20–25 cm length (hint: assume that mature bluefish do not eat juvenile bluefish).

  1. a.

    If fishermen fish juvenile bluefish, what will happen in time to the

    1. i.

      juvenile bluefish population,

    2. ii.

      mature bluefish population,

    3. iii.

      overall bluefish population?

  2. b.

    Propose a policy for saving the bluefish population and explain its reasons.

  1. 2)

    Constructing the third bridge in Istanbul is a hot topic in Turkey.

    1. a.

      Some professionals argue that “each bridge creates its own traffic.” Can you explain this sentence? (Hint: When you are explaining the statement, you should to take into account people’s tendency to drive and the new settlements that may be constructed around the bridge.)

    2. b.

      If you are the mayor of Istanbul, what will be your alternative solutions to solve the traffic problem in Istanbul? Please give two suggestions for the traffic problem and explain your reasons.

  2. 3)

    Wastes are collected from a district once a week and they are transferred to a landfill. These wastes include plastics, paper, glass and metal substances and they are not sorted (hint: Glass wastes are decomposed approximately in 1000 years. Plastics are decomposed 10–1000 years according to their types. Paper is decomposed in 3 months, and newspapers are decomposed in 3–12 months).

    1. a.

      If these wastes are allowed to decompose by themselves (i.e. in case of no intervention), which changes will you expect within the landfill? What is the fate of this landfill?

    2. b.

      What do you suggest for more effective usage of this landfill? Please, explain your suggestions.

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Doganca Kucuk, Z., Saysel, A.K. Developing Seventh Grade Students’ Understanding of Complex Environmental Problems with Systems Tools and Representations: a Quasi-experimental Study. Res Sci Educ 48, 491–514 (2018). https://doi.org/10.1007/s11165-017-9620-8

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