How Children Solve Environmental Problems: Using computer simulations to investigate systems thinking

Abstract

Two computer simulations were developed and used to investigate systems thinking and environmental problem solving in children. Ninety-two primary school children (aged 8 years and 11 years) interacted with computer simulation of either a deforestation problem or a water depletion problem. The children's task was to manipulate the simulation thereby enabling it to run for as long as possible before resources—water or trees—were exhausted. This could be achieved via a number of strategies and their use by the two groups of children was compared. Through efficient use of resources and recycling strategies, the older children outperformed the younger children. Magical thinking was more prevalent among the 8-year-olds. The results also suggest that seemingly isomorphic environmental problems may not be interpreted as such.