| Behind Closed Gates - Paper from the 2015 System Dynamics Conference |
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Author(s):
Anne LaVigne, & Lees Stuntz |
Subject:
Cross-Curricular |
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The Stanford Prison Experiment (SPE), conducted at Stanford University by Philip Zimbardo in 1971 is a powerful example of seeing how people respond in highly stressful situations in which one individual or group has power over another. Although this type of experiment no longer meets the ethical standards for human study, the learning that has resulted impacts current understanding and, in some cases, decisions about how to structure systems, such as penal institutions. |
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| Behind Closed Gates: Potential dynamics when one group or individual is given complete control over another |
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Author(s):
Jen Andersen, Anne LaVigne, Jeff Potash, & Lees Stuntz |
Subject:
Cross-Curricular |
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This lesson with accompanying simulation is loosely based on an experiment that was conducted at Stanford University in 1971. Phillip Zimbardo wanted to see how typical people would act if they were asked to take on roles of prisoners and prison guards for a two-week period. The experiment was stopped after only six days because of escalating, abusive behavior of the guards and concerns about the well-being of the prisoners.
In the simulation, students take on the role of a social scientist, trying to understand how a similar situation (with guards having complete control over prisoners)can create specific human responses, such as fear,repression, and resistance. They can then compare this situation to a host of other similar situations, fictional or real. |
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Link to the simulation: http://www.clexchange.org/curriculum/simulations/prison_simulation.asp
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| Biology Simulations |
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Author(s):
Jon Darkow |
Subject:
Science |
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In 2012 Jon Darkow from Seneca East Local Schools in Attica, Ohio, received an educator's scholarship from the Creative Learning Exchange to attend the Systems Thinking and Dynamic Modeling Conference in Wellesley, MA. Since that time, he has been creating system dynamic models for his AP Biology, Anatomy and Physiology, and Biology students to investigate biological systems. |
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| BOTG Activities for Ninth Grade Literature |
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Author(s):
Heidi Blocker, et.al. |
Subject:
English |
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From Catalina Foothills School District. Draft of material being field-tested during the 97-98 school year, in which students analyze characters and their responses to various conflicts by creating Behavior Over Time Graphs. |
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| Bringing System Dynamics to a School Near You: Suggestions for Introducing and Sustaining System Dynamics in K-12 Education. |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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Presented at the 2000 International System Dynamics Society Conference in Bergen, Norway, this paper explains how system dynamics is introduced and sustained in schools, outlining some of the many generous contributions that have made the early growth of K-12 system dynamics possible, and giving readers many resources and practical suggestions for how they can participate, too. Updated in 2013 by the Creative Learning Exchange. |
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| British Petroleum Is Not Jackson Middle School: Different Best Modeling Practices for Different Environments |
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Author(s):
Ron Zaraza, T Joy, & S Guthrie |
Subject:
Project Histories |
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From CC-STADUS/CC-SUSTAIN. Presented at the 16th International Conference of the System Dynamics Society in Quebec '98. A discussion of the use of system dynamics in education and the two complementary "best" modeling practices for education, as distinct |
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| Building Slightly More Complex Models: Calculators vs. STELLA |
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Author(s):
Diana M. Fisher |
Subject:
Research |
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If students are to develop the potential to effectively manage ubiquitous complex systems, it is becoming increasing important to develop systems thinking concepts and model building skills formally at the pre-college level. This paper describes an experiment conducted in two secondary school classrooms in the Pacific northwestern United States to determine the importance of access to a relatively new modeling tool for students to enable them to successfully create and analyze simple models that are slight extensions of traditional models, as compared with using graphing calculators to build and analyze the same extended model scenarios. |
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| Building Sustainable Interest in Modeling in the Classroom: The Implications of the S-Curve for Hooking New Practitioners in Schools |
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Author(s):
Gordon Kubanek |
Subject:
Implementation |
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This paper presents experiences of the past two years experimenting in classrooms using the principles of systems thinking. Five strategies that have been practiced in three countries are presented in detail, with examples of experiences in Canada, Australia and Singapore. The author believes that system dynamics needs to focus on more than computer modeling. As a community, we need to push for changes in the overall teaching process and in the learning strategies that it, by its very nature, implies |
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| Building Systems into the History/Social Studies Curricula: Some Preliminary Thoughts |
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Author(s):
Jeff Potash |
Subject:
Social Studies |
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Thoughts on using systems thinking and dynamic modeling to improve levels of historical literacy. |
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 Zipped (Models & PDF)
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| Building the Behind Closed Gates Model |
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Author(s):
Anne LaVigne |
Subject:
Cross-Curricular |
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The Behind Closed Gates simulation/model is loosely based on an experiment conducted at Stanford University in 1971. The psychologist who designed that experiment, Phillip Zimbardo, wanted to see how typical people would act if they were asked to take on roles of prisoners and guards.
The experiment and model are certainly about a prison environment, but they are also relevant to many other similar scenarios. The experiment is frequently referenced when trying to understand current and historic situations involving power and control.
Now you can build most of the underlying model and explore questions and situations beyond those presented in the simulation. |
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