Undergraduates’ Perspectives Regarding Interdisciplinary Learning Through Systems Thinking and Computer-based System Dynamics Modelling

Abstract

Systems thinking (ST) and system dynamics (SD) curriculum and pedagogy facilitate higher order thinking and a holistic understanding of real-world problems through a systems level and interdisciplinary approach to course content. For this to occur, the teaching methods, learning activities and assessments should be aligned with the intended learning outcomes to achieve the desired holistic thinking skills and interdisciplinary perspectives. As a learner-centric approach, project/problem-based learning is highly suitable to instruct ST through computer modelling and simulations. This framework also allows instructors to design projects based on global challenges and real-world problems so as to engage students to learn within interdisciplinary settings. It also allows instructors to represent complex systems as visual model diagrams through computer modelling platforms such as Vensim. Training students using ST and computer-based modelling projects will augment their learning, whereby they get to conceptualise, simulate, analyse, optimise models and document the dynamics of complex problem behaviours. This paper aims to explore students’ perspectives regarding their interdisciplinary learning through projects based on ST and SD methodology while modelling and simulating real-world energy issues. Implications for teaching and learning are also discussed.