Using DynaLearn learners create conceptual models.
Doing so they develop insight into what systems are, how systems
function, and how the behaviour of systems can be explained.
This stimulates a deep and lasting capacity for systems thinking.
Students manipulate icons and create diagrams, and thereby actively develop their understanding.
Working with knowledge in its authentic form, without numbers, so that learning focuses on the conceptual nature of systems thinking.
Tinkering with knowledge using ingredients that are essential for understanding and explaining system behaviour.
Conceptual models have meaning and are computed. The conclusions encourage deeper thinking and reflection.
Was the extinction of the wolves in Yellowstone advantageous or disadvantageous for the other animals in this American park?
The radiation emitted by the sun results in a decrease in the mass of the sun. Could this decrease have consequences for the earth?
How do 'market demand' and 'supply from industry' relate to each other? And what do these have to do with the 'pork cycle'?