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The contribution of systems analysis to training students in cognitive interdisciplinary skills in environmental science education

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  • K. P. J. Fortuin
  • C. S. A. Koppen
  • C. Kroeze

Abstract

Professionals in the environmental domain require cognitive interdisciplinary skills to be able to develop sustainable solutions to environmental problems. We demonstrate that education in environmental systems analysis allows for the development of these skills. We identify three components of cognitive interdisciplinary skills: (1) the ability to understand environmental issues in a holistic way, taking into account the interplay of social and biophysical dynamics; (2) the ability to connect both the analysis of environmental problems and the devising of solutions with relevant disciplinary knowledge and methodologies; and (3) the ability to reflect on the role of scientific research in solving societal problems. Environmental systems analysis provides tools, methods, and models to assist in framing complex environmental issues in a holistic way and facilitates the integration of disciplines. Systems analysis also supports reflection by making students aware that a system always represents a simplified model and a particular perspective. Through the analysis of a collection of bachelor of science students’ “reflection papers”, we identify two major challenges in teaching these cognitive skills: (1) to train students to not just follow a systematic approach but acquire a systemic view and (2) to train students to be reflexive about systems analysis and the role of science. We recommend that training in cognitive skills starts early in a study program. Copyright AESS 2013

Suggested Citation

  • K. P. J. Fortuin & C. S. A. Koppen & C. Kroeze, 2013. "The contribution of systems analysis to training students in cognitive interdisciplinary skills in environmental science education," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 3(2), pages 139-152, June.
    • Handle: RePEc:spr:jenvss:v:3:y:2013:i:2:p:139-152
    DOI: 10.1007/s13412-013-0106-3
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    References listed on IDEAS

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    1. Veronica Boix Mansilla & Elizabeth Dawes Duraising, 2007. "Targeted Assessment of Students' Interdisciplinary Work: An Empirically Grounded Framework Proposed," The Journal of Higher Education, Taylor & Francis Journals, vol. 78(2), pages 215-237, March.
    2. Shirley Vincent & Will Focht, 2011. "Interdisciplinary environmental education: elements of field identity and curriculum design," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 1(1), pages 14-35, March.
    3. Veronica Boix Mansilla & Elizabeth Dawes Duraisingh & Christopher R. Wolfe & Carolyn Haynes, 2009. "Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing," The Journal of Higher Education, Taylor & Francis Journals, vol. 80(3), pages 334-353, May.
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    Cited by:

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