Investigating student approaches to scenario-based assessments of systems thinking
Investigating student approaches to scenario-based assessments of systems thinking
复制标题
调查学生基于场景的系统思维评估方法
DOI：
10.3389/feduc.2022.1055403
复制
发表时间：
2022
影响因子：
2.5
通讯作者：
D. Knight
中科院分区：
文献类型：
--
作者：
M. Norris;J. Grohs;D. Knight
系统思维的发展被认为是解决跨学科问题的关键技能。这种技能在工程领域尤其重要，因为工程师经常负责解决社会技术问题，这些问题通常需要超出其原始学科的知识并在不熟悉的环境中进行实践。然而，现有的评估往往无法准确衡量构成系统思维的可传授知识或技能。为了调查这个问题，我们比较了学生在两个先前经过独立同行评审的基于场景的系统思维评估中的表现：阿比西村和乌尔米亚湖维涅特。二十名工程本科生参与了一项多阶段案例研究，利用出声思考协议和半结构化访谈方法来引出学生对两种工具的思考方法以及他们认为为解决这些结构不良问题做好准备的过去经验。我们发现向学生呈现场景的方式会影响他们随后解决问题的方法，从而使系统思维的评估变得复杂。此外，学生们发现，发展系统思维所需的结构不良的问题解决技能的机会有限。我们的研究结果为未来改进系统思维评估的工作提供了信息，并强调了在整个课程中更有意识地为学生提供练习解决结构不良问题的机会的重要性。
The development of systems thinking is considered a critical skill set for addressing interdisciplinary problems. This skill set is particularly important in the field of engineering, where engineers are often tasked with solving socio-technical problems that often require knowledge beyond their original discipline and practice in unfamiliar contexts. However, existing assessments often fail to accurately measure teachable knowledge or skills that constitute systems thinking. To investigate this issue, we compared students’ performance on two previously and independently peer-reviewed scenario-based assessments for systems thinking: The Village of Abeesee and the Lake Urmia Vignette. Twenty undergraduate engineering students participated in a multi-phase case study utilizing think aloud protocols and semi-structured interview methods to elicit the approaches students took thinking across the two instruments and past experiences that they felt prepared them to solve these ill-structured problems. We found that the way a scenario is presented to students impacts their subsequent problem-solving approach, which complicates assessment of systems thinking. Additionally, students identified only limited opportunities for the development of ill-structured problem-solving skills necessary for systems thinking. Our findings inform future work on improving systems thinking assessments and emphasize the importance of more intentionally supplying opportunities for students to practice solving ill-structured problems throughout the curriculum.
影响因子：
2.7
作者：
Dugan, Kelley E.;Mosyjowski, Erika A.;Daly, Shanna R.;Lattuca, Lisa R.
通讯作者：
Lattuca, Lisa R.