Abstract Several challenges faced by humanity, such as the world food problem, migration flows or climate change, are all taught about in geography courses worldwide. Behind these challenges are complex systems consisting of several interrelated causes and consequences. In order to better understand these highly complex geographical systems, a systems thinking approach is helpful. However, the spatial embeddedness of relations in a system is often not included in this approach. Although this spatial embeddedness is important to understand geographical systems, it also contributes to the complexity of systems. The aim of this study is to examine whether the enrichment of causal diagrams with spatial scales helps students to better understand these systems. A quasi experimental design with an intervention of four lessons and task-based think-aloud interviews is used. These results show that students who have used these enriched diagrams in class are more aware of the spatial embeddedness of relations and therefore achieve a higher level of geographical thinking. This study shows the potential of enriched causal diagrams to make them actively use this spatial component while processing information.

中文翻译：

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用尺度丰富因果图，培养学生地理系统思维。干预研究的结果

摘要 人类面临的若干挑战，如世界粮食问题、移民潮或气候变化，都在世界各地的地理课程中讲授。在这些挑战的背后是由几个相互关联的原因和后果组成的复杂系统。为了更好地理解这些高度复杂的地理系统，系统思维方法很有帮助。然而，系统中关系的空间嵌入性通常不包括在这种方法中。尽管这种空间嵌入性对于理解地理系统很重要，但它也会增加系统的复杂性。本研究的目的是检验具有空间尺度的因果图的丰富是否有助于学生更好地理解这些系统。使用了四节课和基于任务的大声思考访谈的准实验设计。这些结果表明，在课堂上使用这些丰富图表的学生更能意识到关系的空间嵌入性，从而实现更高水平的地理思维。这项研究显示了丰富的因果图的潜力，使他们在处理信息时积极使用这个空间组件。