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From Everyday Thinking to Systems Thinking: An Asset-Based Introduction to Dynamical Systems Theory in Middle School Science

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Title: From Everyday Thinking to Systems Thinking: An Asset-Based Introduction to Dynamical Systems Theory in Middle School Science
Language: English
Authors: Hillary Swanson (ORCID 0000-0001-5953-6780), Michael Leitch, Sarah Schwartz (ORCID 0000-0001-9980-7493)
Source: Science Education. 2026 110(3):911-927.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1842375
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 8
Descriptors: Middle School Students, Secondary School Science, Systems Approach, Science Education, Grade 8, Educational Games, Models, Thinking Skills, Learning Processes, Game Based Learning
DOI: 10.1002/sce.70041
ISSN: 0036-8326
1098-237X
Abstract: Despite its broad relevance to science and society, "dynamical systems theory" (DST), which mathematically models patterns of change in system behavior, is largely absent from K-12 science education. This study introduces the "Patterns Game," a model-based approach that enables middle school students to engage with DST without relying on advanced mathematics. Using a design-based research methodology, we investigated the outcomes and processes of 8th grade students' engagement with the "Patterns Game." Quantitative analysis of student work assessed the development of models of threshold and equilibration patterns. Qualitative analysis of classroom discourse explored how the game leveraged students' everyday thinking and lived experiences to support model construction. Students showed statistically significant improvements in their models. Qualitative findings revealed that reflecting on familiar examples helped students articulate, examine, and refine their intuitive reasoning, leading to more precise models. Together, these results demonstrate how the "Patterns Game" draws on students' existing resources to support meaningful engagement with DST. While prior research has lowered barriers to systems thinking, this study is among the first to introduce DST to younger learners. It advances equity-oriented science education by broadening what counts as modeling and by centering students' everyday thinking and lived experiences as valuable resources for engaging with dynamic systems.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502217
Database: ERIC
FullText Text:
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  Data: From Everyday Thinking to Systems Thinking: An Asset-Based Introduction to Dynamical Systems Theory in Middle School Science
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Hillary+Swanson%22">Hillary Swanson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5953-6780">0000-0001-5953-6780</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Leitch%22">Michael Leitch</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Schwartz%22">Sarah Schwartz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9980-7493">0000-0001-9980-7493</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Science+Education%22"><i>Science Education</i></searchLink>. 2026 110(3):911-927.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
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  Label: Publication Date
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  Data: 2026
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  Data: National Science Foundation (NSF)
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  Data: 1842375
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1002/sce.70041
– Name: ISSN
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  Data: 0036-8326<br />1098-237X
– Name: Abstract
  Label: Abstract
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  Data: Despite its broad relevance to science and society, "dynamical systems theory" (DST), which mathematically models patterns of change in system behavior, is largely absent from K-12 science education. This study introduces the "Patterns Game," a model-based approach that enables middle school students to engage with DST without relying on advanced mathematics. Using a design-based research methodology, we investigated the outcomes and processes of 8th grade students' engagement with the "Patterns Game." Quantitative analysis of student work assessed the development of models of threshold and equilibration patterns. Qualitative analysis of classroom discourse explored how the game leveraged students' everyday thinking and lived experiences to support model construction. Students showed statistically significant improvements in their models. Qualitative findings revealed that reflecting on familiar examples helped students articulate, examine, and refine their intuitive reasoning, leading to more precise models. Together, these results demonstrate how the "Patterns Game" draws on students' existing resources to support meaningful engagement with DST. While prior research has lowered barriers to systems thinking, this study is among the first to introduce DST to younger learners. It advances equity-oriented science education by broadening what counts as modeling and by centering students' everyday thinking and lived experiences as valuable resources for engaging with dynamic systems.
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  Data: 2026
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        Value: 10.1002/sce.70041
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      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Secondary School Science
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      – SubjectFull: Systems Approach
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      – SubjectFull: Science Education
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      – SubjectFull: Grade 8
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Learning Processes
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      – SubjectFull: Game Based Learning
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      – TitleFull: From Everyday Thinking to Systems Thinking: An Asset-Based Introduction to Dynamical Systems Theory in Middle School Science
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