Abstract
AbstractThis article describes two pilot studies of introducing system dynamics into schools in the Nordic countries. The first study describes the use of system dynamics in a high school economics class. One group of students was taught by the standard economics teaching approach; the other group, by a system dynamics approach. The second study tested the ability of 15‐ and 17‐year‐old students to understand the dynamics of social and ecological systems. The results of these pilot studies suggest that incorporating system dynamics into teaching leads to a better understanding of complex dynamic problems. A list of recommendations for designing educational systems using system dynamics was compiled.
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