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Abstract

This 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.