Ways of conceptualizing complex systems. A phenomenographic study of upper secondary school students' systems thinking in the context of the Haber process

Abstract

The question “How do students in an upper secondary school conceptualize complex systems?” was asked. A phenomenographic study was carried out to identify the ways in which this is experienced by the students. The analysis arrived at an outcome space which revealed four qualitatively distinct categories of description of the ways of conceptualizing complex systems and the logical and hierarchical relationships between them. The first two categories could be seen as least complex, delimited and simplified ways and the latter two as more advanced or powerful ways of experiencing complex systems. The findings point towards traits necessary for a system perspective. Some reflections for learning and teaching are also included.