Students' reasoning processes while constructing causal diagrams

• Published in: Review of international geographical education online Vol. 9; no. 1; pp. 13 - 35
• Main Authors: COX, Marjolein, ELEN, Jan, STEEGEN, An
• Format: Journal Article
• Language: English
• Published: Review of International Geographical Education Online 01.01.2019
• Subjects: Attitudes; Causal Models; Cognitive Processes; Concept Mapping; Education, Secondary; Geography; Geography Instruction; Grade 12; Interviews; Methodology; Problem Solving; Protocol Analysis; Reasoning (Psychology); Secondary Education; Students; Study and teaching; Teaching; Teaching Methods; Thinking Skills
• ISSN: 2146-0353; 2146-0353
• DOI: 10.33403/rigeo.573464

The use of causal diagrams to externalize the mental representation of a problem is recognized to be an important step in solving complex problems. In geography education several global challenges taught about in class are highly complex due to the interconnectedness of many causes and consequences. A systems thinking approach might be helpful to better understand these global challenges. Former studies have shown the effectiveness of concept maps and causal diagrams to foster students' systems thinking. However, it is not always obvious for students to construct proper causal diagrams. In order to optimize teaching strategies concerning these complex systems in geography education, this study analyzes students' cognitive strategies while constructing a causal diagram. We used task-based think-aloud interviews to study their cognitive strategies. Four different cognitive strategies were observed. The different types of cognitive strategies all resulted in an acceptable constructed causal diagram by the students. The presented insights are explorative, but it reveals the thinking processes that are mostly tacit and therefore has the potential to contribute to better teaching strategies. After all, if we know what processes novices go through while carrying out a complex skill, which are often taken for granted by experts, in this case geography teachers, we can raise awareness among teachers to explicitly take those processes into account while designing lessons.