A Perspective of Urban High School Teachers on Using System Dynamics Tools

摘要

Systems thinking tools and system dynamics simulations can provide a valuable means for helping students think their way around complex environmental problems. This study was designed to advance our understanding of teacher adoption of systems thinking and systems dynamic modeling by documenting the perspective of a large group in an urban environment who were tasked with a curriculum that included systems dynamics simulations. This paper reports on the results of a Web-based survey and focus group regarding the use of systems tools in secondary science classrooms and teachers' understanding of the tools already available to them. Teachers identified the barriers to implementing systems 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 with professional development are provided.