Document Type

Article

Journal/Book Title/Conference

Science Education

Publisher

John Wiley & Sons, Inc.

Publication Date

12-30-2025

Journal Article Version

Accepted Manuscript

First Page

1

Last Page

35

Abstract

Despite its broad relevance to science and society, dynamical systems theory (DST), which mathematically models patterns of change in system behavior, is largely absent from K–12 science education. This study introduces the Patterns Game, a model-based approach that enables middle school students to engage with DST without relying on advanced mathematics. Using a design-based research methodology, we investigated the outcomes and processes of 8th grade students’ engagement with the Patterns Game. Quantitative analysis of student work assessed the development of models of threshold and equilibration patterns. Qualitative analysis of classroom discourse explored how the game leveraged students’ everyday thinking and lived experiences to support model construction. Students showed statistically significant improvements in their models. Qualitative findings revealed that reflecting on familiar examples helped students articulate, examine, and refine their intuitive reasoning, leading to more precise models. Together, these results demonstrate how the Patterns Game draws on students’ existing resources to support meaningful engagement with DST. While prior research has lowered barriers to systems thinking, this study is among the first to introduce DST to younger learners. It advances equity-oriented science education by broadening what counts as modeling and by centering students’ everyday thinking and lived experiences as valuable resources for engaging with dynamic systems.

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