Fostering Students Geographic Systems Thinking by Enriching Causal Diagrams with Scale. Results of an Intervention Study

Autor/inn/en	Cox, Marjolein; Elen, Jan; Steegen, An
Titel	Fostering Students Geographic Systems Thinking by Enriching Causal Diagrams with Scale. Results of an Intervention Study
Quelle	In: International Research in Geographical and Environmental Education, 29 (2020) 2, S.112-128 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cox, Marjolein) ORCID (Elen, Jan) ORCID (Steegen, An)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2019.1661573
Schlagwörter	Geography Instruction; Systems Approach; Thinking Skills; Spatial Ability; Visual Aids; Causal Models; Cognitive Processes; Instructional Effectiveness; Foreign Countries; Grade 12; Belgium + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Systemischer Ansatz; Denkfähigkeit; Räumliches Vorstellungsvermögen; Anschauungsmaterial; Kausalanalyse; Cognitive process; Kognitiver Prozess; Unterrichtserfolg; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; Belgien
Abstract	Several challenges faced by humanity, such as the world food problem, migration flows or climate change, are all taught about in geography courses worldwide. Behind these challenges are complex systems consisting of several interrelated causes and consequences. In order to better understand these highly complex geographical systems, a systems thinking approach is helpful. However, the spatial embeddedness of relations in a system is often not included in this approach. Although this spatial embeddedness is important to understand geographical systems, it also contributes to the complexity of systems. The aim of this study is to examine whether the enrichment of causal diagrams with spatial scales helps students to better understand these systems. A quasi experimental design with an intervention of four lessons and task-based think-aloud interviews is used. These results show that students who have used these enriched diagrams in class are more aware of the spatial embeddedness of relations and therefore achieve a higher level of geographical thinking. This study shows the potential of enriched causal diagrams to make them actively use this spatial component while processing information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01