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82 records found. Currently displaying page 1 of 9 1 2 3 4 5 6 7 8 9 [Next >>]
12-Day Training Materials
Author(s): CC-SUSTAIN Subject: Implementation
  From CC-SUSTAIN. Representing 6 years of development by the CC-STADUS/CC-SUSTAIN Project, these materials are based on the 12-day training that the NSF funded project has provided for teacher workshops each summer. They allow experienced modelers to conduct a similar program without the need to develop their own materials. The materials can be use exactly as they stand.
  Zipped (Models & PDF)
A Proposed Sequence for Developing Systems Thinking in a 4-12 Curriculum
Author(s): Frank Draper Subject: Implementation
  An explanation of the differing levels of systems thinking and at what grade level they may fit best.
  PDF
A Structure for Assessing Systems Thinking
Author(s): Richard Plate, & Martha Monroe Subject: Implementation
  Proponents of systems thinking have a parallel set of challenges. While some may dream of a society proficient in computer modeling of complex systems, educators would be wise to identify more modest goals as well. For some students, these modest goals may be the extent of their systems thinking, while for future innovators and leaders they will be stepping stones to more sophisticated study of complexity. In either case, systems-oriented curriculum will stagnate until these intermediate goals are identified and explained. In this article we suggest a structure for assessing and documenting students’ progress through these intermediate goals.
 
Assessing Progress in Systems Thinking and Dynamic Modeling: Some Thoughts for Educators
Author(s): Jeff Potash, & John Heinbokel Subject: Implementation
  A discussion of the methods and building blocks which help educators achieve success in introducing and understanding system dynamics.
  PDF
Assessing the Effectiveness of Systems Thinking in the Classroom
Author(s): Megan Hopper, & Krystyna A. Stave Subject: Research
  This paper presents an analysis of systems thinking interventions in educational settings. Although these interventions have been implemented in K-12 classrooms since the mid 1980s, there is still no clear definition of systems thinking or identification of the best method to test the effectiveness of interventions or methods for teaching systems thinking The goal of this paper is to answer the question: how can we best assess the effectiveness of systems thinking interventions in education? This question begs three sub questions: (1) what is systems thinking, (2) what systems thinking interventions are being used in education, and (3) how have the effect of interventions been measured? The purpose of answering these questions was to propose methods for assessing systems thinking interventions. The analysis of systems thinking interventions in the classroom yielded an initial set of guidelines for measuring and raising a person’s level of systems thinking.
  PDF
Bringing System Dynamics to a School Near You: Suggestions for Introducing and Sustaining System Dynamics in K-12 Education.
Author(s): Debra Lyneis Subject: Implementation
  Presented at the 2000 International System Dynamics Society Conference in Bergen, Norway, this paper explains how system dynamics is introduced and sustained in schools, outlining some of the many generous contributions that have made the early growth of K-12 system dynamics possible, and giving readers many resources and practical suggestions for how they can participate, too. Updated in 2013 by the Creative Learning Exchange.
  PDF
Building Sustainable Interest in Modeling in the Classroom: The Implications of the S-Curve for Hooking New Practitioners in Schools
Author(s): Gordon Kubanek Subject: Implementation
  This paper presents experiences of the past two years experimenting in classrooms using the principles of systems thinking. Five strategies that have been practiced in three countries are presented in detail, with examples of experiences in Canada, Australia and Singapore. The author believes that system dynamics needs to focus on more than computer modeling. As a community, we need to push for changes in the overall teaching process and in the learning strategies that it, by its very nature, implies
  PDF
Building Systems into the History/Social Studies Curricula: Some Preliminary Thoughts
Author(s): Jeff Potash Subject: Social Studies
  Thoughts on using systems thinking and dynamic modeling to improve levels of historical literacy.
  Zipped (Models & PDF)
Can Education Reform Get in the Way of Reforming Education? A Simulator for Exploring Reform Strategies
Author(s): Gary B. Hirsch Subject: Implementation
  This paper presents a simulator that school systems can use to understand the dynamics of education reform and, at an aggregate level, examine different strategies for implementing reform. It is based on a System Dynamics simulation model that represents key causal relationships among elements of reform and a system's ongoing operations. The simulator is a framework for helping school systems identify unanticipated and potentially damaging consequences of reform efforts. It can also help them determine combinations of reforms that work well together and can be mutually supportive. In addition, the simulator can help school systems and their constituencies understand the value of System Dynamics and Systems Thinking by applying them to issues of critical importance.
  Zipped (Models & PDF)
Children's Misconceptions as Barriers to Learning Stock-and-Flow Modeling
Author(s): Oren Zuckerman, & Mitchel Resnick Subject: Research
  Research has shown that people have difficulties understanding dynamic behavior. In an attempt to better understand the nature of these difficulties, we have developed a new modeling tool and conducted an exploratory study with young children. The modeling tool, called System Blocks, is a set of communicating plastic boxes with embedded computation that facilitates hands-on modeling and simulation of stock & flow structures. In the study, 5th grade students were asked to perform several assignments with System Blocks, dealing with concepts such as rates, accumulation, net-flow, and positive feedback. Our initial findings suggest there are common patterns in the way children think about dynamic behavior, which might account for some of the difficulties children as well as adults have when faced with dynamic behavior in general and stock & flow models in particular. These patterns include a tendency to prefer: quantity over process (stock over flow), sequential processes over simultaneous processes, and inflow over outflow.
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