Next Article in Journal
Regional Economic Resilience of the Old Industrial Bases in China—A Case Study of Liaoning Province
Previous Article in Journal
Producers’ and Consumers’ Perception of the Sustainability of Short Food Supply Chains: The Case of Parmigiano Reggiano PDO
Previous Article in Special Issue
“These Grandmas Drove Me Mad. It Was Brilliant!”—Promising Starting Points to Support Citizen Competence for Sustainable Consumption in Adults
Article

Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries

1
Geography Education, Fakultät für Erziehungswissenschaft, Universität Hamburg, 20146 Hamburg, Germany
2
Department for Biology Education, IPN-Leibniz Institute for Science and Mathematics Education, 24118 Kiel, Germany
3
Department of Computer Science, Kiel University, Christian-Albrechts-Platz 4, 24118 Kiel, Germany
*
Author to whom correspondence should be addressed.
Sustainability 2019, 11(3), 722; https://doi.org/10.3390/su11030722
Received: 14 November 2018 / Revised: 26 January 2019 / Accepted: 28 January 2019 / Published: 30 January 2019
(This article belongs to the Special Issue Education for Sustainable Consumption)
Systems thinking is one of the skills necessary for sustainable behavior, especially regarding sustainable consumption. Students are faced with complexity and uncertainty while taking part in it and other daily life aspects. There is a need to foster their competence in this field. From a classroom point of view, the mystery method is an example for implementing education for sustainable consumption and working with complex and uncertain content. With the mystery method students construct an influence diagram, which consists of concepts and requires several skills, especially in decision-making. Using these diagrams as a form of assessment is desirable but also very difficult, because of the mentioned complexity and uncertainty that is part of the task itself. The study presented here tackles this problem by creating an expert based reference diagram that has been constructed with the help of educational data mining. The result shows that it is possible to derive such a reference even if parts remain ambiguous due to the inherent complexity. The reference may now be used to assess students’ systems thinking abilities, which will be undertaken in future research. Beside this, the reference can be used as a reflective tool in lessons, so students can compare their own content knowledge and discuss differences to the experts’ reference. View Full-Text
Keywords: Assessment; Decision-Making; Education for Sustainable Development; Systems Thinking; Data Mining Assessment; Decision-Making; Education for Sustainable Development; Systems Thinking; Data Mining
Show Figures

Figure 1

MDPI and ACS Style

Benninghaus, J.C.; Mühling, A.; Kremer, K.; Sprenger, S. Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability 2019, 11, 722. https://doi.org/10.3390/su11030722

AMA Style

Benninghaus JC, Mühling A, Kremer K, Sprenger S. Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability. 2019; 11(3):722. https://doi.org/10.3390/su11030722

Chicago/Turabian Style

Benninghaus, Jens C., Andreas Mühling, Kerstin Kremer, and Sandra Sprenger. 2019. "Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries" Sustainability 11, no. 3: 722. https://doi.org/10.3390/su11030722

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop