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| System Dynamics |
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| The Zen of System Dynamics |
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Author(s):
Richard Turnock |
Subject:
Why K12 SD |
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Insight into how the mind works is the path to enlightenment in Zen. Insight into how to change our mental models using dynamic model simulations on the computer is the path to learning using System Dynamics. |
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| The In and Out Game: A Preliminary System Dynamics Modeling Lesson |
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Author(s):
Alan Ticotsky, Rob Quaden, & D. Lyneis |
Subject:
Implementation |
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Prepared with the support of the Gordon Stanley Brown Fund. The In and Out Game is a preliminary system dynamics modeling lesson for kindergarten and primary grade students which is also adapted for use with upper elementary and middle school students. Young students learn about stocks and flows by physically moving into and out of the group of players in the game. |
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 Zipped (Models & PDF)
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| The Future of System Dynamics and Learner-Centered Learning in K-12 Education-Essex Report |
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Author(s):
Debra Lyneis, & Lees Stuntz, et. al. |
Subject:
Implementation |
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A report from the planning meeting held in Essex, MA, June 23 - July -1, 2001, presented at the International System Dynamics Society Conference in Palermo, Italy, July 2002. The participants at the Essex meeting developed a strategy to realize a vision of what an education based on the principles of system dynamics could provide to students and their communities, and developed a 25-year plan to implement that strategy. |
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 PDF
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| The First Step (D-4694) |
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Author(s):
Leslie Martin |
Subject:
System Dynamics |
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From SDEP. An introductory tutorial based on "The First Three Hours," by Matthew Halbower. The tutorial goes over the basics of system dynamics and introduces key terms and concepts. It guides the reader through creating a model in STELLA, and helps with using the software itself. From Road Maps 2. |
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PDF
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| The Feedback Method : A System Dynamics Approach to Teaching Macroeconomics |
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Author(s):
David Wheat |
Subject:
Research |
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This thesis documents a method for improving undergraduate instruction in macroeconomics. Called the feedback method, it enables students to learn about dynamic behavior in a market economy by using feedback loop diagrams and interactive computer simulation models instead of static graphs or differential equations. There are at least two types of pedagogical problems associated with graphical representation of the economy. First, students seem to have difficulty interpreting static graphs used to illustrate dynamics, which raises questions about the value added by graphs to student understanding. Secondly, the most prominent graph in modern macroeconomics principles textbooks-the aggregate supply and demand (AS/AD) model-appears to misrepresent disequilibrium conditions in the economy and cause students who understand the graph to misunderstand important behavior in the economy. The feedback method emphasizes dynamics rather than static equilibrium conditions. How the economy changes over time in different contexts is the behavioral question that students repeatedly encounter. The structure of the economy is explained in terms of reinforcing and counteracting feedback loops. Student understanding of the source of dynamic economic behavior requires seeking, identifying, and explaining relevant feedback structure in an economic system. Interactive computer simulation activities reinforce the insights gained from studying feedback loops. Even small-scale student participation in model-building seems to facilitate understanding of a larger model; moreover, such participation may build respect for the scientific method and an appreciation for theory building by economists. The feedback method is a structural explanation of economic behavior, but it also provides an improved learning structure for students, and the thesis reports on four experiments designed to test that claim. Two experiments examined student preferences for methods of learning macroeconomics; for example, using static graphs or a feedback loop diagram. The experimental designs were quite different, but the results were the same-a significant majority preferred the feedback method. The most commonly cited reason: feedback loops enable the students to visualize a process in the economy. The third and fourth experiments addressed the performance question. In the third experiment, students showed more understanding of GDP when they had access to a stock-and-flow feedback diagram of the economy. In the final experiment, students using feedback loop diagrams displayed more understanding of business cycle dynamics than other students who had access to an AS/AD graph. Teaching students to search for feedback structure in the economy and using computer simulation to connect structure with behavior appears to be a promising method for teaching macroeconomics. |
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Link to the file: https://bora.uib.no/handle/1956/2239
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| The Credit Card Model (D-4683) |
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Author(s):
Manas Ratha |
Subject:
System Dynamics |
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From SDEP. This paper describes a simple system of purchasing with a credit card. The reader is led through the steps of building a system dynamics model by building and simulating the model along with the paper. From Road Maps 9.
Complex Systems Connection: hort and Long Term Conflicts. Managing money, in personal finances or in running a business, often involves setting both short-term and long-term goals. Sometimes goals are in conflict between these timeframes, such as spending now versus saving/investing for future financial well-being. This credit card model shows how future quality of life is reduced by spending over one's means through the use of credit cards. |
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PDF
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| The Challenges of Infusing System Dynamics into a K-8 Curriculum |
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Author(s):
Debra Lyneis, & Davida Fox-Melanson |
Subject:
Implementation |
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Presented to the 2001 International System Dynamics Society Conference in Atlanta, Georgia. This paper describes the process of developing and implementing system dynamics lessons in the Carlisle, MA Public Schools. Using one lesson as an example, it will illustrate what the children do and what they learn. It also presents the problems of imbedding the lesson and the systems approach into the curriculum. |
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PDF
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| The CC-STADUS Project: Developing and Nurturing a Cadre of Pre-College Teachers Using System Dynamics/Computer Modeling in the Classroom |
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Author(s):
Ron Zaraza |
Subject:
Project Histories |
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From CC-STADUS. A history and evaluation of the CC-STADUS Project, highlighting some major success and a variety of problems in the process of training more than 80 pre-college science, mathematics, and social science teachers in the basics of computer mo |
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PDF
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| The Beginning of System Dynamics (D-4165-1) |
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Author(s):
Jay W. Forrester |
Subject:
System Dynamics |
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Banquet Talk at the international meeting of the System Dynamics Society, Stuttgart, Germany, July 13, l989. Not a technical talk but a very personal recollection of how Jay Forrester came to develop the field of system dynamics. There are two threads that run through the history. First, everything he has ever done has converged to become system dynamics. Second, at many critical moments, when opportunity knocked, he was willing to walk through the open door to what was on the other side. He discusses this combination of past experience and the turning points that led from one stage to the next. |
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PDF
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| Teaching System Dynamics to Teachers and Students in 8-12 Environment |
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Author(s):
Diana M. Fisher |
Subject:
Project Histories |
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From CC-STADUS. Paper presented at the 1994 International System Dynamics Conference--System Dynamics, Exploring the Boundaries. The paper presents two topics: l) the details of training math, science, and social studies teachers in systemic modeling duri |
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