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 |
| 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 |
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