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

In the citing paper

“Also Ben-Zvi Assaraf and Orion (2005), Eilam and Reisfeld (2017), and Hmelo-Silver et al. (2017) start with identification of the structural components involved in the phenomenon to be studied.”

In the citing paper

“In line with Verhoeff et al. (2008) the authors conclude that shifting between complementary multiple representations of the macro-and micro-level scaffolds students' complex systems thinking, i.e., understanding the visualization of the macro-level as emerging from the micro-level interactions occurring among the system components.”

In the citing paper

“Looking at our analysis in section The Conceptual Nature of Systems Thinking, it is striking that three studies feature systems modeling strategies that clearly have a theoretical basis Eilam and Reisfeld (2017), Hmelo-Silver et al. (2017), and Verhoeff et al. (2008).”

In the citing paper

“In these studies, all models represent an underlying systems concept, i.e., the hierarchical systems concept in the study of Verhoeff et al. (2008), the Component Mechanisms Phenomenon concept of Hmelo-Silver et al. (2017), and the Dynamical Systems concept in the study of Eilam and Reisfeld (2017).”

In the citing paper

“In addition, the dynamic and quantitative nature of the simulations and the graphs they produced, improved students' stochastic thinking and their ability to perceive biological phenomena as a series of complex events that occur simultaneously over time.”

In the citing paper

“As the studies of Eilam and Reisfeld (2017) and Hmelo-Silver et al. (2017) illustrate, deeper understanding of the dynamic nature of systems could be furthered by a quantitative modeling approach.”