Development and Initial Validation of an Instrument to Measure Students' Learning About Systems Thinking: The Affective Domain

Abstract

The purpose of this study was to develop and validate a new, theoretically-based scale that would assess students' learning about systems thinking in relation to the affective domain in systems engineering education. Students' learning of systems thinking in the affective domain deals with emotions, feelings and valuing the related cognitive systems thinking aspects. It is characterized by belief in the power of systems thinking to enable them to develop superior engineered products and systems. This paper describes the psychometric properties of the scale as the basis for future use with a target population of engineering students. It provides the results of an instrument test analysis of data collected from a representative set of the target audience of the instrument. The participants in this study were 180 undergraduate engineering students who enrolled in a systems engineering course. Exploratory factor analysis of the scale for the sample yielded factors largely consistent with conceptualization and construction of the subscales. Confirmatory factor analysis of the scale also supports the initial factor structure. The results suggest that this instrument may be useful to researchers and practitioners interested in measuring systems thinking in engineering students, particularly in the affective domain.

Validation Studies of a Questionnaire Developed to Measure Students’ Engagement With Systems Thinking

“…A systems engineer needs a combination of willingness and ability to use systems thinking as a mental construct when engaging with a system at every stage of systems engineering, performing systems engineering work using the broad range of systems thinking theories and methods and judging which is appropriate to use, and when [34]. Therefore systems engineering educators must establish both the theoretical and methodological aspects of systems thinking in systems engineering students.…”

Systems Thinking in Systems Engineering

“…A systems engineer needs a combination of ability and willingness to conceptualize and perceive the system of interest by using ST as a mental construct when engaging with a system at every stage of SE, performing SE work using the broad range of ST theories and methods and judging which is appropriate to use, and when (Camelia, Ferris & Cropley 2015). Since ST involves conceptualization of the world, SE educators must establish both the theoretical and methodological aspects of ST in SE students.…”

“…While cognitive development is necessary so that students develop the essential technical skills to perform tasks effectively, it is also crucial to develop the students' perception of the value of these skills so that their approach to work will be characterised by the exercise of these technical skills. It is important for engineering educators to develop their students in the affective domain in relation to systems thinking so that those students will be characterised by a belief in the power of systems thinking to enable them to develop superior engineered products and systems (Camelia, Ferris & Cropley 2015). The importance of the affective development of systems thinking is to ensure that students not only become characterised by the use of traditional, reductionist approaches, but also by the use of systems thinking in their approach to engineering activities, even when working under pressure.…”

The Effectiveness of a Systems Engineering Course in Developing Systems Thinking

“…To deal with these characteristics, SE education needs to produce graduates with systems thinking (ST) capability, by demonstrating an holistic view and addressing systems element interactions to enable problem solving and justify decision making in SE processes [6]. ST refers to conceptual understanding or mental constructs of the system of interest [7], [8], and involves perceiving and conceptualizing processes that apply systemic rules. These rules include: questioning the system boundary, system structure and interrelationships; adopting multiple perspectives; considering dynamic characteristics; and applying wholeness and a "big picture view" in knowing and using various ST methods or tools.…”