Evidence map›Paper›PMID 37509755›Full record

ArticleFoods (Basel, Switzerland)2023

Teaching Systems-Thinking Concepts with Hypothetical Case Scenarios: An Exploration in Food-Systems Science Education.

Catherine E Sanders, Allison R Byrd, Kristin E Gibson, Aaron Golson, Kevan W Lamm, Alexa J Lamm

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Foods (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
4.1field-weighted citation impact, top 6% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 6 citations in OpenAlex.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors at 2 institutions in 1 country.

Catherine E SandersDepartment of Agricultural and Human Sciences, College of Agriculture and Life Sciences, North Carolina State University, Raleigh, NC 27695, USA.ORCID 0000-0001-5787-8752
Allison R ByrdDepartment of Agricultural Leadership, Education, and Communication, College of Agricultural and Environmental Sciences, University of Georgia, Athens, GA 30602, USA.ORCID 0000-0002-1112-7483
Kristin E GibsonDepartment of Agricultural Leadership, Education, and Communication, College of Agricultural and Environmental Sciences, University of Georgia, Athens, GA 30602, USA.ORCID 0000-0002-1480-4005
Aaron GolsonDepartment of Agricultural Leadership, Education, and Communication, College of Agricultural and Environmental Sciences, University of Georgia, Athens, GA 30602, USA.
Kevan W LammDepartment of Agricultural Leadership, Education, and Communication, College of Agricultural and Environmental Sciences, University of Georgia, Athens, GA 30602, USA.ORCID 0000-0001-5238-8842
Alexa J LammDepartment of Agricultural Leadership, Education, and Communication, College of Agricultural and Environmental Sciences, University of Georgia, Athens, GA 30602, USA.ORCID 0000-0003-1999-8803
University of Georgia · USNorth Carolina State University · US

Funding

United States Department of Agriculture National Institute of Food and Agriculture Hatch Project #1021735
6 · The paper itself

Abstract

backgroundThe 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.

methodsThe 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.

conclusionsThe implications of using hypothetical case scenarios in the food system education classroom are explored.

Indexed as

curriculum developmentfood systems educationhigher education pedagogysustainable development goalssustainable seafood

Identifiers

PMID37509755
PMCPMC10379014
OpenAlexW4383878336

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.