DOI
10.1080/00219266.2014.943789

Summary
This study involved the assessment of elementary school students in the U.S and to what extent they could demonstrate feedback loop reasoning. The topic used to assess these skills was population in the context of a sustainable ecosystem.

Hokayem et al. start off by introducing the background to the topic and discussing their justification for studying the topic. Odum 1977 critiqued the reliance on the reductionist approach and called for a more holistic investigative approach to complex and biological systems. Sweeny & Sterman 2007 state that students usually perceive ecosystems in a static manner and have issues understanding the complex interrelationships between organisms and systems.

Hokayem et al. use a learning progression approach to investigating students’ feedback loop reasoning. Learning progression approach is described as ‘descriptors of successively more sophisticated ways of thinking about a topic that can follow one another as children learn about and investigate a topic over a broad span of time’.

44 elementary students comprised of 12 1st graders, 12 2nd graders, 10 3rd graders and 10 4th graders. The students were from suburban midwestern states in the U.S.

One of the questions was (1) Assume that in the environment above, all animals dies and what left were 200 foxes and 200 possums/rabbits. How many possums/rabbits will we have after one week? After one month? After six months? After one year? Why?

The data analysis method followed Gotwals & Alonzo (2012). The students answers were graded against a four tier result ranging from (1) no relationship between predator and prey and (4) two-way cyclical relationships between predators and prey. After initial analysis, the 4 tier systems was met with multiple issues resulting in the collapsing of certain tiers to eventually reform to a 7 tier grading system (see data analysis). The results are presented in table and graph format (table 1 & 2).

The analysis of results found that although the majority of students perceived the connection between predator and prey but only a few were able to explain that connection.




The overall results found that students feedback loop reasoning was aligned with the latest literature on the topic. Some findings to prove this were that learning progression of systemic reasoning was independent of gender and grade level. Green (2007) demonstrated that undergraduate students did not recognise the cyclical relationships between predator and prey unless prompted. This finding from Green (2007) was demonstrated at the elementary level also.

Relevance for Complex Systems Knowledge
This study is highly valuable and relevant to the teaching of complex systems teaching and understanding in the context of sustainable concepts and food webs. The questions focus on predator/prey relationships and herbivores/producers relationships with an underlying sustainability learning theme. The findings showed a clear correlation between this studies results and the most recent existing literature.

The use of the learning progression methodology for analysis may be replicable for other similar studies at elementary or other schooling levels.

The implications for teaching include:

Very few students recognised the cyclical relationships between populations in a sustainable ecosystem.
Very few students perceived reproduction and food as the factors affecting population in a context missing predators.
Instruction on food webs could include reasoning on how predator populations can flux due to changes of pre-population.
It is important to teach students to consider both food and reproduction when reasoning about flux in predatory population.

Point of Strength
The study is specific to elementary or primary school level teaching of complex thinking teaching methods.

Green (2007) demonstrated that undergraduate students did not recognise the cyclical relationships between predator and prey unless prompted. This finding from Green (2007) was demonstrated at the elementary level also.

The paper indicates the need for teaching feedback reasoning in food webs as well as the recommendations for teaching topics as seen in bullet point above (conclusions and implications)

The reference list is very strong for literature on early schooling of students in the context of complex systems knowledge.

Hokayem et al utilising multiple mediums as visual aids for results presentation.