#417: Supporting Children’s Systems Thinking about Climate Change

This case study examined two Grade 5 climate-learning scaffolds: teacher-guided causal mapping and water-cycle-based feedback loop instruction. Analysis of classroom video, student artefacts, and interviews showed that causal mapping expanded one-step claims into mechanistic chains but rarely produced loop closure or delays. Feedback loop instruction supported recognition of cyclicity and reinforcing loops, yet students still struggled with balancing loops, time lags, and energy-budget reasoning.