Mapping the Conceptual Terrain of Freshman and Sophomore Non-STEM Undergraduates’ Knowledge of Complex Systems

• In Event: Systems Thinking and Higher Education

Abstract

Understanding Complex Systems (CSs) is a core competency for undergraduates in STEM and social sciences. This mixed-methods study examined lower-division non-STEM undergraduates’ knowledge of CSs on five constructs (elements, micro-interactions, decentralization, stochasticity, and emergence) and their perspectives when considering CSs. A survey of 345 undergraduates (99% majoring in healthcare, education, or social sciences) revealed that participants best understood system elements but struggled with stochasticity and decentralization. While many undergraduates could distinguish between simple and complex systems, few could differentiate between complex and complicated systems. Interviews with 39 participants revealed six perspectives, with most focusing on the elements and none relating to decentralization or stochasticity. These findings highlight the conceptual gaps that inform the design of CS instruction in undergraduate curricula.

Authors

• Lin Xiang, University of Kentucky

• Ehimwenma S. Orobator, University of Kentucky