DOI
10.3390/educsci9040260

Summary
This study is concerned with the use of an assessment tool for systems thinking in Education for Sustainable Development. Benninghaus et al. assess the validity of 31 influence diagrams derived from the mystery method. Systems thinking is evaluated as a central concept to Education for Sustainable Development (ESD). To create references, the authors used the mystery method and created a classroom scenario (tomato cultivation) using 18 information cards which the students were then required to build influence diagrams by linking the cards with meaningful arrows. This task encouraged students to use systems thinking knowledge to rationalise the connections between the information cards. The influence diagrams made by the students were then assessed by the authors and relevant experts to provide ‘(1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement’.

The overall objective of the study was to analyse real learners’ influence diagrams using the references and enhancing the method with an aim of delivering meaningful use for teaching practice. The theoretical background to systems thinking, mapping techniques, and the mystery method are described in section 2. Benninghaus et al. go on to describe the methods of analysis of system connections and the scoring of the influence diagrams in great detail.

The overall concluding remarks delineated that the mystery method would in fact be useful for the ‘diagnosis of systems thinking in a complex context containing ESD’.

Relevance for Complex Systems Knowledge
This study is relevant to the furthering of sustainable development teaching and assessment. The use of the mystery method here reignites its potential as a learning tool for students and an assessment tool for teachers. The method could be used in both contexts of the classroom, but this study also highlights its relevance for the possible use in other similar studies that may require a baseline of understanding in participants systems thinking knowledge.




Systems thinking is summarised by Rieß and Mischo and quoted in this study as ‘to identify important elements of the system and the varied interdependency between these elements. Other key aspects are the ability to recognise dimensions of time dynamics, to construct an internal model of reality, and to make prognoses on the basis of that mode’.

Point of Strength
The study presents a clearly defined method for the assessment of systems thinking in education. The method described above scratches the surface of the analytical process the authors and experts conduct post classroom exercise. The thorough explanations of the method would not be directly linked to the purpose of this summary but would extremely valuable for those considering replicating a similar study objective.

The study also delivers a summarised definition of systems thinking.