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and perform simulations to configure from the characterization of unicausal simulation based on the Loopy interface
possible solution scenarios (Meadows, relationships, the configuration of to warn of the complexity of socio-
2008). The compendium of the three linear, deductive and unidirectional environmental phenomena. Among
phases encourages exploration of links (Rodríguez, 2016). The students the main conclusions we highlight the
students’ intuition. With this we identified and analyzed a problem integration of different disciplinary
assume that the pedagogical meaning regarding the case study and proposed knowledge, in order to achieve a greater
of the experience starts from the a possible solution. The second understanding of the phenomena under
recognition that students make of their moment starts from the evaluation of study. The approach to the complexity of
own role, as active subjects of their the solutions proposed in the previous socio-environmental phenomena was
own learning (Peña et al. 2020). The moment. We locate the object of the made possible by the connection that
pedagogical experience is divided into evaluation in the recognition of certain students made between reductionist
two moments: the first characterized absences, regarding unexplored and systemic perspectives. The
by the exploration of reductionist dimensions. From there we present modeling and simulation processes
perspectives; and, the second, by the basic notions of systemic thinking: stimulated critical thinking and allowed
understanding systemic perspectives. multiplicity of causal relationships, the construction of possible change
At first, we assigned case studies of perspectives and actors involved for the scenarios.
socio-environmental phenomena to structuring of problematic situations
working groups. These were approached (Andrade et al. 2001) and modeling and

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