Fostering Students' Systems Thinking Competence for Sustainability by Using Multiple Real-World Learning Approaches

Autor/inn/en	Demssie, Yared Nigussie; Biemans, Harm J. A.; Wesselink, Renate; Mulder, Martin
Titel	Fostering Students' Systems Thinking Competence for Sustainability by Using Multiple Real-World Learning Approaches
Quelle	In: Environmental Education Research, 29 (2023) 2, S.261-286 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Demssie, Yared Nigussie) ORCID (Biemans, Harm J. A.) ORCID (Wesselink, Renate) ORCID (Mulder, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2141692
Schlagwörter	Systems Approach; Cognitive Style; Environmental Education; Undergraduate Students; Comparative Analysis; Field Trips; Cooperative Learning; Notetaking; Telecommunications; Handheld Devices; Learning Strategies; Sustainable Development; Learning Motivation; Metacognition; Constructivism (Learning); Technology Uses in Education; Foreign Countries; Sanitation; Student Attitudes; Ethiopia + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Cognitive styles; Kognitiver Stil; Umweltbildung; Umwelterziehung; Umweltpädagogik; Exkursion; Kooperatives Lernen; Telekommunikationstechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Nachhaltige Entwicklung; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Betriebshygiene; Schülerverhalten; Äthiopien
Abstract	For a sustainable future, equipping sustainability change agents with relevant sustainability competencies is crucial. Among these competencies is system thinking competence -- the understanding of complex interrelationships among the dimensions of sustainable development and the impacts of the interrelationships. Learning approaches relevant to fostering sustainability competencies have been studied. However, research is rare on fostering systems thinking competence by simultaneously using multiple, real-world, and innovative learning approaches. To address this gap, we conducted a pre-test-post-test exploratory experimental study involving higher education students (n = 36). The study explored the contributions of field trips and collaborative learning in combination with mobile learning and paper-and-pencil note taking. The study simultaneously implemented a combined set of learning approaches in a real-world environment. The results suggest that the learning approaches and the real-world environment contribute to fostering the systems thinking competence of participants by exposing them to complex real-world systems and enabling the exchanging of diverse ideas among collaborating participants. As such, our study contributes to social constructivist learning discourses in education for sustainable development by indicating specific combinations of learning approaches and environments that facilitate the meaningful engagement and motivation of learners through self-regulated learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01