PDF(Pubmed)
Abstract：
BACKGROUND: The ability to solve complex challenges facing the food system is an increasingly important skill for undergraduate students entering into the global workforce. However, the curriculum tools to enhance systems thinking in the undergraduate agricultural and natural resource classroom are limited, specifically related to food systems education.
METHODS: The current study explored the use of hypothetical case scenarios in a teaching curriculum related to the seafood industry, in order to determine the use of these tools as a mechanism for increasing undergraduate students\' systems-thinking capacity. The mixed-method study used a survey and focus groups. Results indicated that participants\' understanding of, and capacity for, using systems thinking to reason through complex scenarios increased during the mixed-method educational intervention. Participants stated the experience helped them learn more about their own patterns of thinking, created transformational learning moments through dissonance, helped them learn about the unintended consequences of decision-making, and increased their understanding of system complexity.
CONCLUSIONS: The implications of using hypothetical case scenarios in the food system education classroom are explored.
METHODS: The current study explored the use of hypothetical case scenarios in a teaching curriculum related to the seafood industry, in order to determine the use of these tools as a mechanism for increasing undergraduate students\' systems-thinking capacity. The mixed-method study used a survey and focus groups. Results indicated that participants\' understanding of, and capacity for, using systems thinking to reason through complex scenarios increased during the mixed-method educational intervention. Participants stated the experience helped them learn more about their own patterns of thinking, created transformational learning moments through dissonance, helped them learn about the unintended consequences of decision-making, and increased their understanding of system complexity.
CONCLUSIONS: The implications of using hypothetical case scenarios in the food system education classroom are explored.
摘要：
背景：解决粮食系统面临的复杂挑战的能力对于进入全球劳动力大军的本科生来说是一项越来越重要的技能。然而,加强本科农业和自然资源课堂系统思维的课程工具有限，特别与食品系统教育有关。
方法：当前的研究探索了在与海鲜行业相关的教学课程中使用假设的案例情景，以确定使用这些工具作为提高本科生系统思维能力的机制。混合方法研究使用了调查和焦点小组。结果表明，参与者对，和能力，在混合方法教育干预期间，使用系统思维来推理复杂的场景增加了。参与者表示，这些经历帮助他们更多地了解自己的思维模式，通过不和谐创造了转化学习时刻，帮助他们了解决策的意外后果，增加了他们对系统复杂性的理解。
结论：探讨了在食品系统教育课堂中使用假设案例情景的含义。
方法：当前的研究探索了在与海鲜行业相关的教学课程中使用假设的案例情景，以确定使用这些工具作为提高本科生系统思维能力的机制。混合方法研究使用了调查和焦点小组。结果表明，参与者对，和能力，在混合方法教育干预期间，使用系统思维来推理复杂的场景增加了。参与者表示，这些经历帮助他们更多地了解自己的思维模式，通过不和谐创造了转化学习时刻，帮助他们了解决策的意外后果，增加了他们对系统复杂性的理解。
结论：探讨了在食品系统教育课堂中使用假设案例情景的含义。
