Browne, Christopher Anthony2016-05-162016-05-16b38388662http://hdl.handle.net/1885/101286In this thesis, I present a concrete learning activity to assist engineering and STEM students with no formal systems-thinking training develop improved mental models of accumulation principles. This thesis takes up Sterman’s 2008 challenge to create new methods to develop intuitive systems-thinking capabilities so that people can discover, for themselves, the dynamics of accumulation and impact of policies. At the core of this research is a model for double-loop learning through constructionist inquiry. The scenario for the activity is the effect of anthropogenic carbon emissions on the atmospheric carbon concentration. A hands-on activity was developed called Tubs & Pumps (T&P) as a physical analogue of the carbon cycle. However, the activity could be adapted to a range of dynamic problems. Students manipulate the T&P system guided by a series of prompts, which encourage focused and informed group discussion about the given problem. A range of treatment conditions were used to investigate the effect of prompts and assessment layout in the experiment. The results show that using targeted prompts can drastically improve the likelihood of students demonstrating a sound understanding of accumulation principles. This finding has implications for how knowledge is constructed in engineering classrooms, and is a valuable approach for educators wanting their students to develop a deep understanding about dynamic systems.ensystem thinkingsystem dynamicsaccumulationengineering educationSTEM educationdouble-loop learning201510.25911/5d6510e13bb92