Integrated Study of Natural Resources, Human Impact, and Environmental Policy: Making Complex Systems Accessible for Secondary Learners

The project uses a cross-sectional and comparative research design and will generate evidence that is descriptive [cross-sectional comparative assessment] and causal [experimental]. Original data are being collected on high school students and undergraduates using school records, assessments of learning [achievement tests], observation [personal observation and videography], and survey research [self-completion questionnaires and semi-structured, face-to-face interviews]. An educational simulation with a paper-based, computer-vision assisted, method for configuring spatial arrangements is being compared to a simulation with standard input methods (programming, mouse-based inputs).

Instruments or measures being used include existing environmental science assessments (the AP Environmental Science test), tests of attitudes towards science and the use of models in science (e.g., TOSRA, SUMS), and interview-based assessments of complex systems knowledge (e.g., the work performed by Hmelo-Silver and by Jacobson); written surveys; structured coding of video and dialogue; logged performance data. Assessment data will be analyzed by comparing the performance across different levels of science education to determine prevalence of targeted conceptual understandings at different stages if education in environmental science issues. The qualitative within-subject experimental data will be converted to quantitative data where possible. A standard statistical package (SPSS) will be used to perform quantitative analyses.