Incorporating Systems Thinking in Traditional Geoscience Curriculum: A Laboratory Assignment

Abstract:

The role of systems thinking in understanding climate change has gained credence over the years. A key concept of systems thinking, namely, stock and flow, deals with the accumulation of any stock in a system over time, such as carbon dioxide in the atmosphere. Several studies have shown that people find it difficult to comprehend the dynamics of such a system. In this study, we design a laboratory module for an introductory earth science course aimed at improving students' understanding of stock-flow concepts. We have structured the laboratory exercise after Bloom’s taxonomic principles to include comprehension, application, analysis, synthesis and evaluation. Additionally, we have blended metacognition and self-correction by asking the students to reflect on their learning and by providing cues that enable them to rectify and learn from their own mistakes. We will discuss learning gains for the class, the efficacy of using such scaffolding for laboratory modules and the role of systems thinking in understanding climate change.