Reference : Learning to confront complexity: What roles can a computer-based problem-solving scen...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Sustainable Development
	To cite this reference:	http://hdl.handle.net/10993/33246

Title :	Learning to confront complexity: What roles can a computer-based problem-solving scenario play?
Language :	English
Author, co-author :	Sonnleitner, Philipp [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
	König, Ariane [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Sikharulidze, Tea [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	27-Sep-2017
Journal title :	Environmental Education Research
Publisher :	Routledge
Pages :	1-19
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	1350-4622
e-ISSN :	1469-5871
Keywords :	[en] Systems ; Complex problem-solving ; Complexity ; Scenario ; Genetics Lab ; Education for sustainable development ; Cognition
Abstract :	[en] This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a computer-based problem-solving scenario has to meet in order to be useful for training competencies associated with confronting complexity, the application of one specific scenario, the Genetics Lab, is empirically evaluated on base of three student cohorts. Results suggest that existing approaches to sustainability education can be substantially complemented by computer-based problem-solving scenarios, offering genuine learning opportunities and deepening and personalizing the comprehension of known phenomena in complex problem-solving. The paper closes by offering lessons learned from the presented approach and gives advice and outlook on future applications of such scenarios in sustainability education.
Research centres :	University of Luxembourg: LUCET
Target :	Researchers ; Professionals ; Students ; General public
Permalink :	http://hdl.handle.net/10993/33246
	also: http://hdl.handle.net/10993/33909
DOI :	10.1080/13504622.2017.1378623

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