The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development
The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development
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重新思考神秘方法——可持续发展教育中评估系统思维的工具
DOI：
10.3390/educsci9040260
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发表时间：
2019
影响因子：
3
通讯作者：
Sandra Sprenger
中科院分区：
文献类型：
--
作者：
J. C. Benninghaus;A. Mühling;K. Kremer;Sandra Sprenger
影响图，来自神秘的方法作为其学习成果，代表了系统思维的外化，因此，有效的研究，到目前为止，他们还没有概念化的研究文献中的教学系统思维的教育可持续发展。在这项研究中，这些图表中的31个面临（1）三种不同的专家参考，（2）两种不同的方式，（3）三种不同的评分系统，以确定哪个评估选项是有效的，易于实施。作为基准，使用图表的直径，这允许对地图/图表的质量进行一般性的陈述。结果表明，根据在评估中发挥作用的变量的组合（1，2，3），影响图的质量变得可测量。然而，在各种评价方案中出现了很大的差异，这可以用每个变量的特点来解释。总的来说，经过测试的方法是有效的，但今后需要加以改进。这些结果也为未来的研究提供了起点，以进一步深化这里所采取的路径。
Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable’s peculiarities. Overall, the tested methodology is effective, but will need to be sharpened in the future. The results also offer starting points for future research to further deepen the path taken here.