Integrating Systems Thinking and Simulation into the Eighth Grade Science Curriculum |
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Author(s):
Frank Draper |
Subject:
Implementation |
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A basic outline of the use of the systems approach in eighth grade science, including possible problems and benefits for teachers and students. |
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PDF
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Innovation in Schools: A Model to Help Structure the Discussion and Guide the Search for Strategies D-4765 |
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Author(s):
Gary B. Hirsch |
Subject:
Implementation |
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This paper illustrates the steps in a system dynamics analysis of a problem, building a VENSIM model of educational innovation developed to help educators, administrators and others understand the process of innovation, specifically in a school's curriculum. Funded by the Gordon Brown Fund. |
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Zipped (Models & PDF)
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Improving Education In Public Schools: Innovative Teachers To The Rescue |
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Author(s):
Gordon S. Brown |
Subject:
Why K12 SD |
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A discussion of the concepts of system dynamics and how they particularly relate to the educational framework of today's society. |
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PDF
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How Is This Similar to That? The skill of recognizing parallel dynamic structures on center stage |
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Author(s):
Linda Booth Sweeney |
Subject:
Research |
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This article is intended to put systems educators' daily work in context for educational researchers and to highlight a central skill for schools seeking to teach students to see, understand, and ultimately affect the systems around them. |
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PDF
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Getting Started with System Thinking in the Primary Grades |
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Author(s):
Sharon Coffin |
Subject:
Implementation |
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From Maumee Valley Country Day School. Sharon Coffin's account of her start in teaching systems thinking and some curricula she developed to teach the concepts to the primary grades. |
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PDF
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Fundamental Changes in How We Teach: A Narrative about Teaching System Dynamics and the Art of Learning |
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Author(s):
Timothy Joy, & Ron Zaraza |
Subject:
Implementation |
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From CC-STADUS. A brief summation of the changes in teaching style among successful teachers in the CC-STADUS Project. |
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PDF
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Four Sample Lesson Plans, translated from German and adapted by Stephanie Albin (D-4558) |
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Author(s):
Stephanie Albin |
Subject:
Implementation |
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Four lesson plans using STELLA, developed by Hans-Ulrich Doenhoff, Wittern, Germany, intended to serve as a guide for teachers, to help them implement system dynamics in their lesson plans. The examples cover population demographics, titration, algae, and finance, and are geared toward a middle school and high school audience. They are not meant to be complete lesson plans, but rather an inspiration and a guide to system dynamics implementation. |
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PDF
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Experiences in Developing Single-Discipline and Cross-Curricular Models for Classroom Use |
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Author(s):
Ron Zaraza, & Diana Fisher |
Subject:
Project Histories |
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From CC-STADUS. The experiences of the CC-STADUS staff and participants in the CC-STADUS Project lead to recommendations and suggestions for model development and documentation, and training programs for teachers. Presented at the 1996 International Syste |
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PDF
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Effective Use of Simulations in the Classroom |
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Author(s):
(Martha) Jane Dunkel Chilcott |
Subject:
Implementation |
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From Catalina Foothills School District. This paper provides information that will help teachers understand what a simulation is as well as when and why to use one. Both system dynamics simulations and role-playing simulations are explained and related to each other. Detailed information is provided to help teachers implement simulations in the classroom. |
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PDF
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Does a Model Facilitate Learning? Some preliminary experimental findings |
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Author(s):
David Wheat, Robin Goldstein, & Larry Weathers |
Subject:
Research |
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The purpose of the experiment described in this paper is to compare the learning that takes place with different methods of delivering essentially the same information about Gross Domestic Product to student groups. The main delivery methods discussed are (1) simple narrative only, and (2) the same narrative, accompanied by a diagram revealed in stages, using STELLA's "story" feature. This experiment was administered to secondary students in the Harvard Public Schools in Massachusetts, and to community college and secondary students in Virginia. Tentative results suggest that students having access to the model structure learn more than students receiving only narrative instruction. |
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PDF
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