Open Access

Sven Frey, Maik Beege, Alexander Renkl, Werner Riess

• In the context of climate change, the implementation of education for sustainable development (ESD) is of particular importance in schools. Developing key competencies, such as systems thinking to understand complex relationships, is essential in teaching students how to solve sustainability-related problems through ESD. Previous research has shown that using system models in the classroom can foster systems thinking. This study investigated the effects of using alternative system models with varying visualization of temporal developments in developing different facets of systems thinking based on a heuristic structural competence model. Overall, 293 elementary school students were assigned to one of four groups (a qualitative system model without time representation vs. a qualitative system model with time representation vs. a quantitative system model with time representation vs. the control group) and participated in a five-lesson classroom intervention in pre-post-test design. The results showed a large effect of fostering systems thinking in all experimental groups compared to the control group. The qualitative system models led to higher learning gains than the quantitative system model, especially with system modeling and solving complex problems, which requires higher systems thinking skills. The results were interpreted by referring to situational interest in interacting with the respective system model.