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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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| Demo Dozen |
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Author(s):
Jeff Potash, & John Heinbokel |
Subject:
Cross-Curricular |
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Demo Dozen consists of a Companion and a collection of 13 STELLA models, designed to provide insight into the breadth and
power of relatively simple system dynamics computer simulations to engage students and
teachers in critical explorations of the systems that surround them. |
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 Zipped (Models & PDF)
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| Consider The Gypsy Moth: An Example of System Dynamics for Carlisle |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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An explanation of how system dynamics would "look" and work in a curriculum, using the gypsy moth caterpillar as a concrete example of its application in a science curriculum. A simple presentation which clearly demonstrates how to start using and understanding basic system dynamics and modeling. |
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PDF
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| Concept Learning - Feedback Loops |
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Author(s):
Steve Wilhite |
Subject:
Research |
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This paper describes a project Steve Wilhite completed in 2008, for a class in his instructional systems technology program. It is an instructional analysis for a lesson on the concept of feedback loops.
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| Computer-Based Simulations as Learning Tools: Changing Student Mental Models of Real-World Dynamical Systems. |
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Author(s):
Will Costello |
Subject:
Implementation |
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This paper explores current theory of mental model formation and its role in student understanding. It describes the potential of computer simulation to enhance student learning, here defined as a change in students' mental models |
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| Children's Misconceptions as Barriers to Learning Stock-and-Flow Modeling |
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Author(s):
Oren Zuckerman, & Mitchel Resnick |
Subject:
Research |
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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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PDF
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| Can Education Reform Get in the Way of Reforming Education? A Simulator for Exploring Reform Strategies |
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Author(s):
Gary B. Hirsch |
Subject:
Implementation |
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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. |
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Zipped (Models & PDF)
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| Building Systems into the History/Social Studies Curricula: Some Preliminary Thoughts |
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Author(s):
Jeff Potash |
Subject:
Social Studies |
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Thoughts on using systems thinking and dynamic modeling to improve levels of historical literacy. |
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Zipped (Models & PDF)
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| Building Sustainable Interest in Modeling in the Classroom: The Implications of the S-Curve for Hooking New Practitioners in Schools |
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Author(s):
Gordon Kubanek |
Subject:
Implementation |
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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 |
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| Bringing System Dynamics to a School Near You: Suggestions for Introducing and Sustaining System Dynamics in K-12 Education. |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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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. |
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