Abstract for: Modelling process of complex problems from a teaching perspective

Models help people make decisions, but teaching how to model a complex problem is challenging. However, this iterative modelling process is not implemented when teaching system dynamics. From our teaching experience, we wonder if students see this approach as an iterative process or instead as a linear and sequential approach. We present a modelling process to help students with no prior systems modelling background tackle complex problems and develop a modelling skill set. The modelling process proposed advocates teaching system dynamics and systems modelling through incremental learning (Richardson, 2014a, 2014b, 2015) and a learning-by-doing approach (Elsawah et al, 2017; Fisher, 2018, 2023) that can help teachers in system modelling capture the best elements from system dynamics and systems thinking. We collected initial reactions and feedback at the 25th International Congress on Modelling and Simulation in 2023, which helped us define the procedure presented in Figure 1. We will run a workshop with system dynamics practitioners at some UK universities to collect evidence-based insights into how this incremental approach can enhance student understanding and retention, filling a critical gap in research and practice. The approach proposed focuses on representing the dynamic hypothesis in one or two simple feedback loops based on key variables. Then, students are guided to turn the CLD into SFD and run initial simulations. The initial and simple SFD is improved incrementally by reviewing additional variables and drivers in the problem articulation and initial CLD.