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Active modelling and simulation in learning environments concerning
business subject matters
A systematic reflection on related approaches and concepts.
Stefanie Hillen
University of Mainz
FB 03 Wirtschafts padagogik
J akob-Welder-Weg 9
D- 55099 Mainz
Phone: +49(6131) 39-23738
Email: hillen@ mail.uni-mainz.de
Keywords: Active modelling, vocational training, learning process, synopsis of approaches,
evaluation
| Active modelling in business subject matters
Results of an empirical study have shown that in classes of ‘industrial office clerks’ - in the
German Dual System of vocational training - active modelling can have a positive impact for
a better comprehension of interrelations in business subject matters. Students state that they
are able to see more chances of learning business coherence and/or complexity using active
modelling as compared to exploratory glass-box-microworlds.
In spite of numerous applications of SD-based modelling in various teaching approaches
(STERMAN 2000) no theory which reflects these learning processes has yet been well
developed or can be seen as related. This does not mean however, that there are no
instructional principles to support this way of learning. The k-12 group, CLE’ and other
authors in this domain are very much involved in examining and constructing such platforms.
Different approaches exist some of which are well documented e.g. ‘critical thinking’ (CLE),
RICHMOND's paper (1993) or by FORRESTER’s ‘roadmaps’ in the internet which is always
connected with instructional ideas e.g. of learner centred learning. An additional approach is
to define ‘standards’ for system dynamic projects.’ These standards should give guidance
and goals for the process as well as to evaluate the final product. To summarize is that this
work focuses primarily on content analysis aspects. Additional issues are to look for the best
techniques or teaching methods such as collaborative learning etc. to teach SD.
The Creative Learning Exchange encourages a view of education for primary and secondary schools
based on discovery as the essence of the learning process and advocates systems education
implemented through learner-centred learning.
* Rubrics For Understanding: Using System Dynamics Tools prepared by the DynamiQUEST 2000
Committee
One open question is however, how can the quality of learning process be evaluated?
Without reference to a scientific (learning) theory itis not possible to develop an appropriate
diagnostic approach.
Il A synopsis of approaches to complexity
The proposal is that the synopsis of similar concepts could foster the development of a
platform for a (learning-) theory based construction for sd-based learning environments and
their evaluation.
Multiple concepts exist in Europe, the US and GB, belonging to different research fields each
of which cope with the phenomenon of ‘complexity’.
Theoretical Mental Model “Coherent Complex System
(J OHNSON-LAIRD, | Thinking“ Problem Thinking/
concept | Gentner) (VESTER, Solving System
GOMEZ/P ROBST) (DORNER, Dynamics
FUNKE) (FORRESTER,
STERMAN
Essentials SENGE)
Concept
description
Statements functionality of 8 principles of ‘the logic of The Laws of the
(empirical) Mental Models nature which failure’ Fifth Disciplines
guaranties the
survival
Integration of Problem Solving | Problem Solving | System Mental Model
other concepts Thinking
Educational none * causal-loop * micro worlds |*causal-loop
focus * causal-loop _*level-rate
Diagnostics verbal protocol performance | Interdisciplinary
of control; assessment?
system states
Fig.1: Overview ‘management of complexity’ in different research fields
It should be kept in mind that some research fields such as problem solving, have different
scientific goals or traditions in Europe, the US and GB. There is empirical evidence that
Mental Models serve as a prerequisite f ies and
actions in complex dynamic situations. It would seem as a consequence that, a concept like
Mental Models should be included into these considerations.
Tad T. Sudnick(1992). Interdisciplinary Evaluation Techniques Using System Dynamics (D-4320-1).
The mutual integration of these different concepts and the transfer or loan of various aspects,
some are used eclectically, is apparent. If this is not considered properly it can lead to
misconceptions due to the different underlying theoretical concepts of the research fields.
Ill Perspective
The process of synopsis can lead to systematic procedures for
* identifying misconceptions between the different research fields
* providing an overview of concepts which help to cope with complexity
* elaborating possible support by educational means
* grounding approaches to synergetic effects
* prevent neglect of alternative perspectives
* help-develop appropriate diagnostic instruments based on theoretical background
This final item should prevent the eclectic selection of measurement tools for active
modelling in business subject matters, depending alternatively on the ‘best fit’ for the
designed experiment. It could then be demonstrated which criteria support this type of
measurement.
References
Dorner, D. (2000). Die Logik des MiBlingens. Strategisches Denken in komplexen Situationen. 13.
Aufl., Reinbek: Rowohlt.
FoRRESTER, J. W. (1961). Industrial Dynamics. Cambridge: The MIT Press.
FUNKE, J. (1986). Komplexes Problemlésen: Bestandsaufnahme und Perspektiven. Berlin: Springer.
Gomez, P. & PRrosst, G. (1995). Die Praxis des ganzheitlichen Problemlésens: Vernetzt denken,
Unternehmerisch handeln, Persénlich Uberzeugen. Bern: Haupt.
RICHMOND, B. (1993): Systems thinking: critical thinking skills for the 1990s and beyond. URL:
ftp://sysdyn.mit.edu/ftp/cle/documents/system-ed/SE1993-05ST CriticalT hinking.pdf,
SENGE, P.M. (1996). Die fiinfte Disziplin. Stuttgart: Klett-Cotta.
STERMAN, J .D. (2000). Business Dynamics. System Thinking and Modeling for a Complex World
Boston: Mc Graw-Hill.
VESTER, F.(1995). Neuland des Denkens. Vom technokratischen zum kybernetischen Zeitalter. 9.
Aufl., Stuttgart: DTV.
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