A Curriculum Unit for Promoting Complex System Thinking: The Case of Combined System Dynamics and Agent Based Models for Population Growth

Eilam Billie, Reisfeld Dorit
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引用次数: 11

Abstract

Calls for school curricula to increase students’ exposure to complex systems are clearly warranted, given the topic’s learnability and the increasing prevalence of such systems. This study deepens our understanding of 16 ninth graders’ system thinking by identifying some cognitive aspects involved in the acquisition process while studying specially designed simulation-based curriculum for a full semester. Students manipulated two simulation-types: (a) providing a top-down view of the system behavior – based on the system dynamics model, and (b) providing a bottom-up view of the same system – based on the agent-based model. Contrasting these simulation outputs scaffold students’ ability to relate the system macro and micro levels. We focused on complex system conceptual knowledge (dynamic equilibrium) and diverse system thinking modes (stochastic or dynamic thinking) by examining students’ written and computerized products and pre-posttests results. A significant improvement in most students’ system thinking abilities has been found. Implications for school science instruction are discussed.
促进复杂系统思维的课程单元:人口增长的系统动力学和基于Agent的模型的结合案例
鉴于该主题的易学性和此类系统的日益普及,呼吁学校课程增加学生对复杂系统的接触显然是有道理的。本研究通过对16名九年级学生的系统思维进行了一学期的模拟学习,发现了习得过程中涉及的一些认知方面,加深了我们对系统思维的理解。学生们操作了两种模拟类型:(a)基于系统动力学模型提供自上而下的系统行为视图,以及(b)基于基于代理的模型提供相同系统的自下而上视图。对比这些模拟输出有助于学生将系统的宏观和微观层面联系起来。我们通过检查学生的书面和计算机产品以及前后测试结果,重点关注复杂系统概念知识(动态平衡)和多样化系统思维模式(随机或动态思维)。大多数学生的系统思维能力有了显著的提高。讨论了对学校科学教学的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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