Learning through participatory simulations: network-based design for systems learning in classrooms

Uri J. Wilensky · Walter M. Stroup

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Science Education and Pedagogy Simulation Techniques and Applications Complex Systems and Decision Making

Abstract

This project brings together two lines of researchothe study of complex dynamic systems and the use of participatory simulations as a powerful way into systems modelingoboth of which can be enabled and advanced through emerging network technologies. The study of dynamic systems stands as a new form of literacy for all.. Participatory Simulations Activities can support new forms of classroom interaction and can serve to catalyze the engagement with dynamic systems modeling as a core feature of the education of all students. To accomplish these goals, we introduce a new architecture, HubNet. HubNet is an open client-server architecture, which enables many users at the Nodes (currently TI graphing calculators) to control the behavior of individual objects or agents and to view the aggregated results on a central computer known as the Hub. This network of nodes is integrated with a powerful suite of modeling, analysis and display tools that together give both the capacity to fly the system in intuitive mode, to reflect on the emergent result of their simulation and, also, to encode their strategies as rules which the system can then run independently. The HubNet system is being used in several middle and secondary classrooms. An illustrative example of classroom use is presented.

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References

1975Judgment under Uncertainty: Heuristics and Biases 1990The Fifth Discipline 1999Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World 2000Participatory Simulations: Building Collaborative Understanding Through Immersive Dynamic Modeling 1998Diving Into Complexity: Developing Probabilistic Decentralized Thinking Through Role-Playing Activities 1982Introduction to Computer Simulation: The System Dynamics Approach 1993General system theory: Toward a conceptual framework for science and technology education for all 1991Abstract Meditations on the Concrete and Concrete Implications for Mathematics Education

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