As part of the first author’s PhD project, year 9 and 10 students were given a system dynamics model of the impacts of visitors on a National Park. The students were given a pre- and post-test to determine whether their knowledge of the environment changed. Students were randomly assigned to either the individual learning condition (students interrogated the model as individuals) or the collaborative learning condition (students interrogated the model with one other student). There was a significant increase in the environmental knowledge score for those students in the collaborative learning condition, but not in the individual learning condition. The implications of this finding for the use of system dynamics models in educational settings are discussed.

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Date created

• 2007 July 29-2007 August 2

Type

• Document

Processing Activity

• Processing documentation available at: https://wiki.albany.edu/display/SCA/Processing+Ingested+Digital+Files

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• Creative Commons BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

  
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ITEM CONTEXT

Part of

298eed5a7fe199ac661be72f3a39f134

Scope and Contents

Part of

0619e689ce89476bfd3b88323c5a9410

Scope and Contents

Part of

23d738ba88f8333bc39725f9cb5bd0b8

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Collection

System Dynamic Society Records

Scope and Contents

Collecting area

• This collection is part of the University Archives