On the Embedded Complementarity of Agent-Based and Aggregate Reasoning in Students' Developing Understanding of Dynamic Systems
Technology, Knowledge and Learning Volume 19, Number 1, ISSN 2211-1662
Placed in the larger context of broadening the engagement with systems dynamics and complexity theory in school-aged learning and teaching, this paper is intended to introduce, situate, and illustrate--with results from the use of network supported participatory simulations in classrooms--a stance we call "embedded complementarity" as an account of the relations between two major forms of systems-related learning and reasoning. The two forms of systems reasoning discussed are called "aggregate" and "agent-based." These forms of reasoning are presented as distinct yet we also outline how there are forms of complementarity, "between" and "within" these approaches, useful in analyzing complex dynamic systems. We then explore specific ways in which the embedded complementarity stance can be used to analyze how learner understandings progress in science, technology, engineering, and mathematics-related participatory simulations supported by the HubNet (Wilensky and Stroup 1999c) learning environment developed with support from the National Science Foundation. We found that the learners used and built on the interdependence of agent and aggregate forms of reasoning in ways consistent with the discussion of embedded complementarity outlined in the early parts of the paper.
Stroup, W.M. & Wilensky, U. (2014). On the Embedded Complementarity of Agent-Based and Aggregate Reasoning in Students' Developing Understanding of Dynamic Systems. Technology, Knowledge and Learning, 19(1), 19-52.
Cited ByView References & Citations Map
Elon Langbeheim, Department of Science Teaching, Israel; Sharona T. Levy, Department of Learning Instruction & Teacher Education, Israel
Computers & Education Vol. 139, No. 1 (October 2019) pp. 65–80
Firat Soylu, University of Alabama, United States; Nathan Holbert, Teachers College, Columbia University, United States; Corey Brady, Vanderbilt University, United States; Uri Wilensky, Northwestern University, United States
Journal of Interactive Learning Research Vol. 28, No. 3 (July 2017) pp. 269–303
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