Systems thinking is the study of complexity and interactions among components of a system [1]. This approach focuses on the relationship between the parts of a complex system and the connection of them to the whole to gain insight into the emergent behavior of a system, which is not possible with isolated studies of its parts [2]. Systems thinking can be defined as the conceptualization process of understanding the system boundaries, system interconnections, and dynamic behavior, as well as incorporating multiple perspectives, and applying a holistic and big picture view [3]. This approach is applied to a range of scientific research and applications including computer science, engineering, ecology, social sciences, and geosciences.
In recent years, geoscience research and education has seen an increased focus on “Earth System Science” (ESS) which encourages the application of system science to understanding the Earth [2,3]. ESS is a transdisciplinary field that studies the connections and interactions among the atmosphere, hydrosphere, biosphere, cryosphere, geosphere, and anthroposphere on a wide range of spatial and temporal scales [2-4]. An integrative approach to studying the Earth as a system provides the means to bring together physical, living, technological, political, and social systems [5]. Systems thinking is an important and much-needed skill in finding solutions to complex challenges at the intersection of Earth systems and human interactions such as climate change, energy, population dynamics, and resource management [4]. ESS poses a challenge for learners and educators as it involves technical concepts of complex systems that include nonlinear processes, feedback loops, and cyclic cause-effect chains, which result in emergent system behaviors [4]. While systems thinking has been taught mostly in formal education settings, informal geoscience education also needs to explore how to best teach these concepts.
In this presentation we discuss opportunities to introduce systems thinking in informal education, as in NSF NCAR’s student and postdoc internship and training programs. We will share early efforts taken at NSF NCAR and open a conversation on how to translate systems thinking from the formal education space into informal training environments and learn from other similar efforts. NSF NCAR provides a broad range of training for the next generation geoscientists and engineers in research, technology, and professional development. As the workforce of the future needs more transdisciplinary skills and adopts new ways of thinking, we are exploring how to introduce students, postdocs, and early-career STEM professionals to the concepts of systems thinking in ESS.
References
[1] Science Education Resource Center at Carleton College, Interdisciplinary teaching about earth for a sustainable future (InteGrate). (2017). What is system thinking? https://serc.carleton.edu/integrate/teaching_materials/themes/expert_thinking/systems_what.html
[2] Bertalanffy, L. V. (1968). General systems theory as integrating factor in contemporary science. Akten des XIV. Internationalen Kongresses für Philosophie, 2, 335-340.
[3] Camelia, F., Ferris, T. (2016). Systems thinking in systems engineering. 26th Annual INCOSE International Symposium, 26( 1), 1657-1674. doi:10.1002/j.2334-5837.2016.00252.x
[4] NASA Advisory Council. Earth System Sciences Committee, United States. National Aeronautics and Space Administration. (1986). Earth system science overview: a program for global change. National Academies Press. doi: 10.17226/19210.
[5] NASA Advisory Council. Earth System Sciences Committee, United States. National Aeronautics and Space Administration. (1988). Earth System Science: A Closer View. National Academies Press. doi:10.17226/19088.
[6] Stillings, Neil (2012). Complex systems in the geosciences and in geoscience learning. The Geological Society of America Special Papers, 486, 97-111. doi: 10.1130/2012.2486(17)
[7] National Academies of Sciences, Engineering , and Medicine. Next Generation Earth Systems Science at the National Science Foundation (2022). http://nap.nationalacademies.org/26042
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