3. Systems thinking Perspective/approach centered on the system
level Synthesis, rather than reductionism Framework for
understanding complex, dynamic systems that cross disciplinary
boundaries (climate change!) Often leads to interesting
stories
4. System elements: Stocks Stock (noun); something that can
accumulate or decline Physical things Non-physical things You can
assess what their level is at any point in time
5. System elements: Flows Movement of things or information
Occur over time if time stops, flows stop E.g., people entering a
room, water flowing into a tub, CO2 emissions
6. System elements: Feedback Relationship or connection between
system elements
7. System behavior can be nonintuitive Stock-flow failure ??
debt deficit time
8. System behavior can be nonintuitive Stock-flow failure
Non-linear behavior: exponential growth, thresholds, tipping points
Temperature Arctic is warming 2-3 x faster than global average (R)
Albedo Arctic sea ice extent
9. System behavior can be nonintuitive Stock-flow failure
Non-linear behavior: exponential growth, thresholds, tipping points
Time delays
10. How many times would a 2 micrometer bacterium need to
divide to be able to form a line around the Earths equator? 34
times
11. Reinforcing (positive) feedback + C + A R + R + B
12. Reinforcing (positive) feedback + C - Even number of -
relationships A R + R - B
13. Balancing (negative) feedback - C - Odd number of -
relationships A R - - B
14. Public understandin + Students knowledgeable about cc Time
CC education efforts + + (+) Public support for education policy +
Public understanding + Student communication about cc beyond
classroom
15. Note that: S = same or + O = opposite or S R = reinforcing
or positive B = balancing or negative Students knowledgeable about
cc CC education efforts S S (R) Public support for education policy
S Public understanding S Student communication about cc beyond
classroom
16. Causal loop diagram exercise
17. Why animation? Depiction of abstract concepts and systems
Dynamic Readily integrated with science content Can be culminating
assignment of in-depth content research Little production and
post-production time needed
18. Adjust animation to fit your needs Pre-production: Degree
of scaffolding can vary easily, e.g., Grades 8-12: Provide a
scenario for students Higher Ed: Ask students to research primary
literature or create an animation that captures concepts of their
own scientific research Systems thinking component can be adjusted
from simple causal loop diagram to computer simulation Research,
diagram or model system, write narration, create storyboard
19. Adjust animation to fit your needs Production: Paper- or
clay-mation (or other malleable objects) Whiteboard or illustrated
animation Computer animation (much more timeintensive)
Post-production: Little editing necessary
20. Conclusions Systems thinking can provide a framework for
understanding complex, dynamic aspects of climate change Animation
is a natural fit for learning about dynamic systems Actively
engages students in thinking about interconnections and change over
time Focus is on pre-production Can be effective jig-saw
approach
