William Perry in his 1970 book, Forms of Intellectual and Ethical Development in the College Years: A Scheme is credited with developing a heuristic for assessing epistemology in college students. Later Perry recognized that the key focus should not be on the stability of the positions but assisting students in the transitions.
This central epistemology about knowledge and learning triggers parallel shifts:
First: in the learner's views about the role of the teacher--moving from an Authority as the source of "Truth" to an authority as a resource with specific expertise to share.
Second: as well as the role of the student, moving from a passive receptor of facts to an active agent in defining arguments and creating new knowledge.
System Dynamics
1. Teaching system dynamics in K12 shifts the role of the teacher from provider of facts, information and rules to the role of learning coach, a guide and facilitator, and a research librarian or co-learner.
2. Learning system dynamics in K12 shifts the role of the student from a passive receiver of information, memorizing facts, and taking tests, to the role of active and interactive researcher, problem-solver and strategist dealing with defining and resolving real-world-like problems.
Maybe teaching system dynamics in K12 seems to have a difficult time because the intellectual and ethical development of a college student is required to deal with the shift in the roles of the teacher and student. Or maybe system dynamics needs to be introduced in K12 to promote early intellectual and ethical development in younger students.