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1. Defining and Assessing Systems Thinking in Diverse Engineering Populations

   Mosyjowski, E.A. ; Daly, S.R. ; Lattuca, L. ( January 2019 , Proceedings of the American Society for Engineering Education Conference)

   Engineers are called to play an important role in addressing the complex problems of our global society, such as climate change and global health care. In order to adequately address these complex problems, engineers must be able to identify and incorporate into their decision making relevant aspects of systems in which their work is contextualized, a skill often referred to as systems thinking. However, within engineering, research on systems thinking tends to emphasize the ability to recognize potentially relevant constituent elements and parts of an engineering problem, rather than how these constituent elements and parts are embedded in broader economic, sociocultural, and temporal contexts and how all of these must inform decision making about problems and solutions. Additionally, some elements of systems thinking, such as an awareness of a particular sociocultural context or the coordination of work among members of a cross-disciplinary team, are not always recognized as core engineering skills, which alienates those whose strengths and passions are related to, for example, engineering systems that consider and impact social change. Studies show that women and minorities, groups underrepresented within engineering, are drawn to engineering in part for its potential to address important social issues. Emphasizing the importance of systems thinking and developing a more comprehensive definition of systems thinking that includes both constituent parts and contextual elements of a system will help students recognize the relevance and value of these other elements of engineering work and support full participation in engineering by a diverse group of students. We provide an overview of our study, in which we are examining systems thinking across a range of expertise to develop a scenario-based assessment tool that educators and researchers can use to evaluate engineering students’ systems thinking competence. Consistent with the aforementioned need to define and study systems thinking in a comprehensive, inclusive manner, we begin with a definition of systems thinking as a holistic approach to problem solving in which linkages and interactions of the immediate work with constituent parts, the larger sociocultural context, and potential impacts over time are identified and incorporated into decision making. In our study, we seek to address two key questions: 1) How do engineers of different levels of education and experience approach problems that require systems thinking? and 2) How do different types of life, educational, and work experiences relate to individuals’ demonstrated level of expertise in solving systems thinking problems? Our study is comprised of three phases. The first two phases include a semi-structured interview with engineering students and professionals about their experiences solving a problem requiring systems thinking and a think-aloud interview in which participants are asked to talk through how they would approach a given engineering scenario and later reflect on the experiences that inform their thinking. Data from these two phases will be used to develop a written assessment tool, which we will test by administering the written instrument to undergraduate and graduate engineering students in our third study phase. Our paper describes our study design and framing and includes preliminary findings from the first phase of our study. 

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2. The effect of using different computational system modeling approaches on applying systems thinking

   https://doi.org/10.3389/feduc.2023.1173792  

   Eidin, Emil ; Bowers, Jonathan ; Damelin, Dan ; Krajcik, Joe ( June 2023 , Frontiers in Education)

   This paper discusses the potential of two computational modeling approaches in moving students from simple linear causal reasoning to applying more complex aspects of systems thinking (ST) in explanations of scientific phenomena. While linear causal reasoning can help students understand some natural phenomena, it may not be sufficient for understanding more complex issues such as global warming and pandemics, which involve feedback, cyclic patterns, and equilibrium. In contrast, ST has shown promise as an approach for making sense of complex problems. To facilitate ST, computational modeling tools have been developed, but it is not clear to what extent different approaches promote specific aspects of ST and whether scaffolding such thinking should start with supporting students first in linear causal reasoning before moving to more complex causal dimensions. This study compares two computational modeling approaches, static equilibrium and system dynamics modeling, and their potential to engage students in applying ST aspects in their explanations of the evaporative cooling phenomenon. To make such a comparison we analyzed 10th grade chemistry students’ explanations of the phenomenon as they constructed and used both modeling approaches. The findings suggest that using a system dynamics approach prompts more complex reasoning aligning with ST aspects. However, some students remain resistant to the application of ST and continue to favor linear causal explanations with both modeling approaches. This study provides evidence for the potential of using system dynamics models in applying ST. In addition, the results raise questions about whether linear causal reasoning may serve as a scaffold for engaging students in more sophisticated types of reasoning. 

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3. Determinants of Systems Thinking in College Engineering Students: Research Initiation

   Stirgus, E ; Nagahi, M ; Ma, J ; Jaradat, R ; Strawderman, L ; Eakin, D ( June 2019 , Determinants of Systems Thinking in College Engineering Students: Research Initiation)

   As the world becomes increasingly complicated, systems thinking continues to gain recognition as an important and necessary skill for future engineers. Systems thinking does not replace traditional technical skills required of engineers; rather, it provides a complementary skillset to help better navigate complex systems and their corresponding problems. The increasing complexity of U.S. industries demands that universities train and educate future engineers with systems-thinking skills to solve the range of interconnected problems companies may face. Many factors have the potentials to impact systems-thinking skills. This paper aims to identify the effects of potential impacting factors on the systems-thinking skillset. Current college engineering students were the target population of the study. Structural Equation Modeling was performed to quantify the relationship between systems-thinking skills and potential impacting factors. The results of this study indicated that employment status would affect the overall systems-thinking skills of the engineering students and the engineering students with outside job experience will score higher than students without outside job experience in the systems-thinking skills. 

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4. Promoting Computational Thinking through Project-Based Learning

   https://doi.org/doi.org/10.1186/s43031-021-00033-y  

   Shin, N. ; Bowers, J. ; Krajcik, J. ; Damelin, D. ( August 2021 , Disciplinary and Interdisciplinary Science Education Research)

   null (Ed.)

   This paper introduces project-based learning (PBL) features for developing technological, curricular, and pedagogical supports to engage students in computational thinking (CT) through modeling. CT is recognized as the collection of approaches that involve people in computational problem solving. CT supports students in deconstructing and reformulating a phenomenon such that it can be resolved using an information-processing agent (human or machine) to reach a scientifically appropriate explanation of a phenomenon. PBL allows students to learn by doing, to apply ideas, figure out how phenomena occur and solve challenging, compelling and complex problems. In doing so, students take part in authentic science practices similar to those of professionals in science or engineering, such as computational thinking. This paper includes 1) CT and its associated aspects, 2) The foundation of PBL, 3) PBL design features to support CT through modeling, and 4) a curriculum example and associated student models to illustrate how particular design features can be used for developing high school physical science materials, such as an evaporative cooling unit to promote the teaching and learning of CT. 

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5. Promoting computational thinking through project-based learning

   https://doi.org/10.1186/s43031-021-00033-y  

   Shin, Namsoo ; Bowers, Jonathan ; Krajcik, Joseph ; Damelin, Daniel ( August 2021 , Disciplinary and Interdisciplinary Science Education Research)

   This paper introduces project-based learning (PBL) features for developing technological, curricular, and pedagogical supports to engage students in computational thinking (CT) through modeling. CT is recognized as the collection of approaches that  involve people in computational problem solving. CT supports students in deconstructing and reformulating a phenomenon such that it can be resolved using an information-processing agent (human or machine) to reach a scientifically appropriate explanation of a phenomenon. PBL allows students to learn by doing, to apply ideas, figure out how phenomena occur and solve challenging, compelling and complex problems. In doing so, students  take part in authentic science practices similar to those of professionals in science or engineering, such as computational thinking. This paper includes 1) CT and its associated aspects, 2) The foundation of PBL, 3) PBL design features to support CT through modeling, and 4) a curriculum example and associated student models to illustrate how particular design features can be used for developing high school physical science materials, such as an evaporative cooling unit to promote the teaching and learning of CT.

    

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