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Understanding, Teaching, & Employing Model-Based Reasoning in Socio-Environmental Synthesis (EMBeRS)

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Award Year: 
2013
Principal Investigator: 
Deana Pennington, University of Texas at El Paso
Antje Danielson, MIT Energy Institute

The EMBeRS project will tackle the challenge of understanding, teaching, and employing learning processes that enable diverse disciplinary perspectives to be integrated into more comprehensive conceptual frameworks. Our hypothesis is that the process of constructing integrated conceptual frameworks generates the “embers” of the mind that enable more effective conduct of interdisciplinary and actionable socio-environmental science. In this project, we will focus on material artifacts and model-based reasoning (MBR), well known in learning and cognitive sciences as fundamental mechanisms for generating new conceptual understanding. The results of this synthesis activity will generate new conceptual models of socio-environmental synthesis that will be used to develop pedagogical designs in classes taught by EMBeRS participants and disseminated broadly.

Participants: 
Anindito Aditomo, University of Surabaya
Gabriele Bammer, Australian National University
David Gosselin, University of Nebraska-Lincoln
Geoffrey Habron, Warren Wilson College
David Hawthorne, SESYNC, University of Maryland
Chris Meissner, Iowa State University
Rod Parnell, Northern Arizona University
James Proctor, Lewis & Clark College
John Olgin, University of Texas at El Paso
Julia Svoboda Gouvea, Tufts University
Kate Thompson, University of Sydney
Shirley Vincent, National Council for Science and the Environment
Cynthia Wei, SESYNC

Resources:

Resource Title Brief Summary
The EMBeRS project: Employing model-based reasoning in socio-environmental synthesis Oct 03, 2015

Article published in Journal of Environmental Studies and Sciences.

Learning to Integrate Across the Natural and Social Sciences Jan 18, 2016

Article published in Journal of Environmental Studies and Sciences.

Model-based reasoning to foster environmental and socio-scientific literacy in higher education Nov 30, 2015

Article published in Journal of Environmental Studies and Sciences.

A conceptual model for knowledge integration in interdisciplinary teams: Orchestrating individual learning and group processes Dec 11, 2015

Article published in Journal of Environmental Studies and Sciences.

Negotiating boundaries: Effective leadership of interdisciplinary environmental and sustainability programs Feb 01, 2016

Article published in Journal of Environmental Studies and Sciences.

Negotiating boundaries, leadership, and integration and implementation sciences (I2S) Sep 12, 2015

Article published in Journal of Environmental Studies and Sciences.

Associated SESYNC Researcher(s):