The future of system dynamics and learner-centered learning in K-12 education (original) (raw)
Related papers
1994
I believe we should give students a more effective way of interpreting the world around them. They should gain a greater and well-founded confidence for managing their lives and the situations they encouter. The objectives of a system dynamics education might be grouped under three headings: 1. Developing personal skills, 2. Shaping an outlook and personality to fit the 21 st century, and 3. Understanding the nature of systems in which we work and live. A system dynamics education should instill a personal philosophy that is consistent with the complex world in which we live.
Simulation & Gaming, 2000
A variety of system dynamics approaches to learning are developing. Consistent with recent advances in learning theory are attempts to provide increasingly meaningful experiences to learners. Such experiences include the ability to construct models in addition to using models for experimentation. In addition, collaboration in reasoning with and about models appears to enhance learning outcomes. These approaches are reviewed briefly in this summary article. An argument for a more rigorous approach to evaluation of learning outcomes is also provided.
System Dynamics as a Technology of Learning for New Liberal Education
1997
Abstract Technology provides a framework for problem solving which the educational endeavors for learning about technology must also incorporate. Most problems in current day world are, however, unforeseen and not amenable to being addressed through an inventory of situational solutions. Technology also having many facets, the education of technology requires a multi-disciplinary approach that should unify knowledge and offer a common vehicle for recognizing and analyzing complex problems.
Dynamic Systems Modeling in Educational System Design & Policy
Journal Of New Approaches In Educational Research, 2013
Abstract: Over the last several hundred years, local and national educational systems have evolved from relatively simple systems to incredibly complex, interdependent, policy-laden structures, to which many question their value, effectiveness, and direction they are headed. System Dynamics is a field of analysis used to guide policy and system design in numerous fields including business and urban planning. Applying this tool to educational policy analysis offers insights into the hidden dynamics of the current system, and can be an invaluable tool in designing future scenarios. We explore underlying dynamics of the current US educational system using System Dynamics modeling, and offer an analysis of this tool and its practical application in the US educational system through a case study on the US state of Rhode Island in the 2007-2008 school year.
Dynamic Systems Modeling in Educational System
2016
Over the last several hundred years, local and national educational systems have evolved from relatively simple systems to incredibly complex, interdependent, policy-laden structures, to which many question their value, effectiveness, and direction they are headed. System Dynamics is a field of analysis used to guide policy and system design in numerous fields including business and urban planning. Applying this tool to educational policy analysis offers insights into the hidden dynamics of the current system, and can be an invaluable tool in designing future scenarios. We explore underlying dynamics of the current US educational system using System Dynamics modeling, and offer an analysis of this tool and its practical application in the US educational system through a case study on the US state of Rhode Island in the 2007-2008 school year.
Transparency and Interaction in System Dynamics Based Learning Environments
1999
This paper describes issues related to interactivity and access to underlying models and representations in system dynamics based learning environments. There is some evidence to suggest that system dynamics can be used effectively to promote understanding in complex domains (P. Davidsen, 1994 Sterman, 1988 Sterman, , 1997. However, there is insufficient evidence to establish whether this is in fact the case. Moreover, there has been little effort to address strategic design issues pertaining to the effective use of system dynamics in promoting learning in and about complex systems. This paper reviews relevant conceptual issues in promoting learner engagement with appropriate and relevant representations for complex domains. A unifying framework is used to describe a specific framework that provides opportunities for learner interactivity and that also capitalizes on learner access to explicit models and structures. This framework is illustrated in a simulation in which participants play the role of a leader in a multiple phase project for large-scale instructional development. (Contains 3 figures and 63 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
The Role of System Dynamics In Learning Environments
Innovative Techniques in …, 2008
Due to increasing demand for simulation and modeling, efforts are needed to build up more powerful simulation and modeling methodologies that can help to facilitate learning complex dynamic systems. By learning we mean the acquisition of knowledge, skills and experience for better and faster learning of the various types of complex dynamic systems. System dynamics is one of the successful well formulated methodologies that provides a perfect framework for building highly interactive learning environments where learners involve in reasoning about the relationships between the structure and the dynamics of a complex system. In this paper, we address two recent well known approaches (Black-Box and Glass-Box) that enhance learning capabilities in a typical complex dynamic system and demonstrate the overall learning effectiveness by using their own methodologies. Furthermore, we present a critical comparison of traditional black-box approach and the innovative glass-box approach. In addition, we also present two experiments that are associated with the black-box approach. These experiments will be very helpful for understanding the inadequacy of a black-box approach when compare it to the glass-box approach.