Comparing measure of systems thinking in a post-secondary classroom

Abstract

This study investigates how different methods of assessing systems thinking—surveys, case studies, and student-generated models—relate to one another in a lower-division biology course for non-majors. We found that while some measures align, others capture distinct cognitive skills. Our findings suggest that model creation and model interpretation may require different instructional supports and that deeper scaffolding is needed to help students engage with complex socio-ecological systems.

Keywords: Systems thinking, perspective taking, assessment, measurement

DOI: 10.7176/JEP/16-12-12

Publication date: November 30th 2025