ISSN:0883-7066    

DOI:10.1002/sdr.4260090202

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY

摘要:

AbstractThe problems we face at all levels in the world today resist unilateral solutions. While the web of interdependencies tightens, our capacity for thinking in terms of dynamic interdependencies has not kept pace. As the gap between the nature of our problems and the ability to understand them grows, we face increasing perils on a multitude of fronts. Systems thinking and one of its subsets‐system dynamics‐are important for developing effective strategies to close this gap. Unfortunately, system dynamicists and systems thinkers have not effectively taught their framework, skills, and technologies to others. The door has not been opened wide enough to let others share our insights with respect to the workings of closed‐loop systems. To transfer this understanding on a broad scale, we need a clearer view of its nature and of the education system into which it must be transferred. This article casts some light on what we have to bestow and on the education system that is to receive our bounty. Its intended audience is both system thinkers and educators, and the hope is to help eradicate the distinction between th

ISSN:0883-7066    

DOI:10.1002/sdr.4260090203

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY

摘要:

AbstractNew computer software allows modelers to create sophisticated educational tools based on models. Such computerized simulation games have generally failed as standalone educational tools. Effective learning requires that computerized simulation games not only simulate models but also give an understanding of structure and dynamics. Feedback during the game may be able to teach this systems understanding without textbook readings. Computerized feedback requires new methods of “expert” computer analysis; some methods are suggested in this article. Simulation games also offer the opportunity to integrate learning of structure and dynamics with learning of facts. Other tools need to be developed to help create simulation games and to give the games abilities that they do not yet have, such as access to data bases of models, pictures, and text, and connections between simulation ga

ISSN:0883-7066    

DOI:10.1002/sdr.4260090204

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY

摘要:

AbstractThis article explores the possibility of introducing experimental learning into the social science disciplines through use of custom‐built experimental media drawing on the system dynamics method. Such learning would essentially require integration of interactive simulation with text materials. A simulation laboratory consisting of a book on issues of economic development and user‐friendly simulation software, developed by the author, is presented as an example of such media. This package may be suitable for use as a graduate text that integrates theory and practicum or as a professional reference tool. The integration of practicum into the teaching of the social sciences would, however, not only require creating new text materials and software suitable for use by students with little computer or mathematics expertise but also modifying teaching formats to accommodate practi

ISSN:0883-7066    

DOI:10.1002/sdr.4260090205

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY

摘要:

AbstractThis article describes two pilot studies of introducing system dynamics into schools in the Nordic countries. The first study describes the use of system dynamics in a high school economics class. One group of students was taught by the standard economics teaching approach; the other group, by a system dynamics approach. The second study tested the ability of 15‐ and 17‐year‐old students to understand the dynamics of social and ecological systems. The results of these pilot studies suggest that incorporating system dynamics into teaching leads to a better understanding of complex dynamic problems. A list of recommendations for designing educational systems using system dynamics was com

ISSN:0883-7066    

DOI:10.1002/sdr.4260090206

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY

摘要:

AbstractPre‐college education is under attack for poorly serving the needs of society. Unless a superior concept for improving education emerges, public displeasure is apt to result in still more of what is already not working. But now, a fundamentally new and more effective approach to education is emerging from advances in system dynamics. System dynamics offers a framework for giving cohesion, meaning, and motivation to public school education at all levels. A second important ingredient, learner‐centered learning, imports to pre‐college education die challenge and excitement of a research laboratory. Together, these two innovations harness the creativity, curiosity, and energy of young people. System dynamics improves on the traditional educational sequence, in which years of learning facts precede use of those facts, by introducing synthesis at an early stage in a student's experience. Such synthesis can be based on facts that even elementary school students have already gleaned from life. Learner centered learning relieves teachers from having to lecture facts to resistant students. Learners take charge of their own learning as they explore, gather information, and create unity out of their educational experiences. A teacher in this new setting acts as a guide and participating learner rather than as an authoritarian source of all w

ISSN:0883-7066    

DOI:10.1002/sdr.4260090207

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY

摘要:

AbstractThe Systems Thinking and Curriculum innovation Network (STACIN) Project is a multiyear implementation and research effort intended to examine the impact of a systems thinking approach using mulation modeling software. The purpose of the project is test the potential and effects of using are technology‐based oproach in pre‐college curricula as teach problem‐soliving skills as well as content‐specific kn

ISSN:0883-7066    

DOI:10.1002/sdr.4260090208

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY

摘要:

AbstractBarry Richmond described seven systems thinking skills needed to become a successful systems thinker. These skills are woven throughout the grades 4‐12 curriculum. The seven systems thinking skills can each be further defined by three distinct levels of competence, with an increase in cognitive capability required at each successive level. A proposed sequence is presented for the skills themselves, and suggestions are given for activities at each level within the skills. Level I activities may begin with ten‐year‐old students, but level II activities are best mastered by the senior students (about 18 years old). More research is needed to justify the proposed developmental seq

ISSN:0883-7066    

DOI:10.1002/sdr.4260090209

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY

摘要:

AbstractThis section of theSystem DynamicsReview is an eclectic source of information on items of interest to the system dynamics community. Conferences, articles, books, dissertations, speeches, software and hardware products, and teaching materials will be mentioned in this space. The purpose of the section is to provide summaries to help the system dynamics community keep abreast of recent progress related to the field and to anticipate important future events. Submissions covering a wide range of areas and information of possible interest to system dynamicists are encouraged and should be sent to R. Joel Rahn, Faculte des Sciences de l'Administration, Universite Laval, Ste. Foy, Quebec, GlK 7P4, Canada. Fax: (418) 656‐2624. E‐mail:rahnj@vm1.ulaval

ISSN:0883-7066    

DOI:10.1002/sdr.4260090210

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY

ISSN:0883-7066    

DOI:10.1002/sdr.4260090211

出版商:John Wiley&Sons, Ltd.    

年代:1993

数据来源: WILEY