Teachers’ barriers to introducing system dynamics in K‐12 STEM curriculum
Identifieur interne : 000535 ( Istex/Corpus ); précédent : 000534; suivant : 000536Teachers’ barriers to introducing system dynamics in K‐12 STEM curriculum
Auteurs : Heather Skaza ; Kent J. Crippen ; Kristoffer R. CarrollSource :
- System Dynamics Review [ 0883-7066 ] ; 2013-07.
Abstract
Systems thinking tools and system dynamics simulations can provide a valuable means for helping students think their way around complex environmental problems. Using the results of a Web‐based survey and face‐to‐face focus group this study was designed to advance our understanding of teacher adoption of systems thinking and system dynamics modeling by documenting the perspective of a large group in an urban context tasked with a curriculum that included system dynamics simulations. Teachers identified the barriers to implementing simulation activities as both computer access and their own understanding. A test of teachers’ understanding of systems principles reveals inconsistencies in the way they interpret models, based on their previous understanding of the system. Strategies for addressing these issues include professional development that targets teacher self‐efficacy, understanding of systems and system models, as well as the provision of materials for model‐building and simulation use. Copyright © 2013 System Dynamics Society
Url:
DOI: 10.1002/sdr.1500
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ISTEX:714CA1BDAF866FADE04E84FC3420D69BE75C4ED3Le document en format XML
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Using the results of a Web‐based survey and face‐to‐face focus group this study was designed to advance our understanding of teacher adoption of systems thinking and system dynamics modeling by documenting the perspective of a large group in an urban context tasked with a curriculum that included system dynamics simulations. Teachers identified the barriers to implementing simulation activities as both computer access and their own understanding. A test of teachers’ understanding of systems principles reveals inconsistencies in the way they interpret models, based on their previous understanding of the system. Strategies for addressing these issues include professional development that targets teacher self‐efficacy, understanding of systems and system models, as well as the provision of materials for model‐building and simulation use. 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Her research and teaching utilize system dynamics modeling in the design of curricular materials that support students' understanding of complex environmental problems.</p></biographyInfo></creator><creator creatorRole="author" xml:id="sdr1500-cr-0002" affiliationRef="#sdr1500-aff-0002"><personName><givenNames>Kent J.</givenNames><familyName>Crippen</familyName></personName><biographyInfo><p>Kent J. Crippen is an Associate Professor of STEM Education at the University of Florida and serves as Co‐Editor‐in‐Chief of the Journal of Science Education and Technology. His research involves the design, development, and evaluation of transformational cyberlearning environments as well as in‐service teacher professional development.</p></biographyInfo></creator><creator creatorRole="author" xml:id="sdr1500-cr-0003" affiliationRef="#sdr1500-aff-0003"><personName><givenNames>Kristoffer R.</givenNames><familyName>Carroll</familyName></personName><biographyInfo><p>Kristoffer R. Carroll is a K‐12 Regional Science Trainer for the Southern Nevada Regional Professional Development Program in Nevada, United States. His role focuses primarily on supporting in‐service science teachers through the practical application of educational research in the classroom. His interests center on curriculum design and development that embed modeling strategies to support student understanding.</p></biographyInfo></creator></creators><affiliationGroup><affiliation countryCode="US" type="organization" xml:id="sdr1500-aff-0001"><orgDiv>Department of Teaching and Learning</orgDiv><orgName>University of Nevada–Las Vegas</orgName><address><street>4505 S. 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