Item history (bjohas, Sun May 02 2021 19:56:18 GMT+0100 (BST))

TY - JOUR
TI - General system theory: Toward a conceptual framework for science and technology education for all
AU - Chen, David
AU - Stroup, Walter
T2 - Journal of Science Education and Technology
AB - In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.
DA - 1993/09/01/
PY - 1993
DO - 10.1007/BF00694427
DP - Google Scholar
VL - 2
IS - 3
SP - 447
EP - 459
J2 - Journal of Science Education and Technology
ST - General system theory
L2 - https://link.springer.com/article/10.1007/BF00694427
ER -

TY - JOUR
TI - General Systems Theory: Toward a conceptual framework for science and technology education for all
AU - Ludwig, David
AU - Stroup, Walter
T2 - Journal of Science Education and Technology
AB - In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.
DA - 1993/09/01/
PY - 1993
DO - 10.1007/BF00694427
DP - ResearchGate
VL - 2
SP - 447
EP - 459
J2 - Journal of Science Education and Technology
ST - General Systems Theory
L4 - https://www.researchgate.net/profile/Walter_Stroup/publication/226872798_General_Systems_Theory_Toward_a_conceptual_framework_for_science_and_technology_education_for_all/links/5446c9640cf2f14fb811c9b1.pdf
ER -

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itemKey: 324558I2

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item.extra: Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/BF00694427 2339240:4BEFNASC 2339240:W4AIVZY3 2405685:324558I2

itemOLD.extra: KerkoCite.ItemAlsoKnownAs: 10.1007/BF00694427 2339240:VY7F8NSQ 2405685:LUXFXWLU