Integration of an Inductive Teaching Approach with System Dynamics Computer Simulation

Abstract

The system dynamics methodology analyzes problems by developing mental model structures and then performing computer‐aided simulations of these structures. We propose the use of this methodology alongside inductive modes of teaching. The integration leads to a middle‐path approach of case‐study techniques and inquiry‐based learning. It allows students to identify, assimilate and eventually respond to problems, which are of importance to them. We test the approach by conducting two types of experimental studies. The first is a single‐session instruction on a geography syllabus for secondary students. Meanwhile, the second experiment involves a semester course on an industrial engineering subject for a cohort of tertiary students. The experiments generally led to favorable results such that lessons were made more engaging and interactive. The use of the approach likewise led to positive reception from the students. In effect, this created a collaborative classroom environment, which instilled greater interest and subject matter retention to the students. These experiments showed that by allowing students to build, process and analyze their own mental models, they were able to closely identify with the topics being covered in the respective subjects. Furthermore, it was found that the approach encouraged students to extend what they have learned inside the classroom into their own individual interests and projects.