Complex Systems in K-16 Education: Bibliography

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Bar-Yam, Y. (1997). Dynamics of complex systems. Reading, MA: Addison-Wesley.

Beavis, A.K. (1995). Towards a social theory of school administrative practice in a complex, chaotic, quantum world. San Francisco, CA: ERIC.

Borovsy, R., McDonald, M., Martin, F., & Resnick, M.. (1996). Things that blink: Computationally augmented name tags. IBM Systems Journal, 35(3), 488-495.

Brady, W.W. & Whysong, G.I. (1999). Modeling. In S. Morain (Eds.), GIS solutions in natural resource management. Onward Press.

Brandes, A. & Wilensky, U. (1990). Treasureworld: An enviornment for the study and exploration of feedback. In I. Harel, & Papert, S. (Eds.), Constructionism. Norwood, NJ: Ablex Publishing Corporation.

Chen, D., & Stroup, W. (1993). General systems theory: Toward a conceptual framework for science and technology education for all. Journal for Science Education and Technology, 2(3), 447-459.

Cherry, G., Ioannidou, A., Rader, C., Brand, C., & Repenning, A. (1999). Simulations for lifelong learning. National Educational Computing Conference, NECC '99, Atlantic City, NJ.

Coakley, J.R., Drexler, J.A., Kircher, A.E., & Larson, E.W. (1998). Using a Computer Based Version of The Beer Game - Lessons Learned. Journal of Management Education. 22(3), 416-424.

Colella, V., Borovoy, R., & Resnick, M. (1998). Participatory simulations: Using computational objects to learn about dynamic systems. Proceedings of the CHI'98 Conference. Los Angeles, CA, April, 1998.

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De Cola, L. (1994). Simulating and mapping spatial complexity using multi-scale techniques. International Journal of Geographical Information Systems, 8(5), 411-427.

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Duit, R., Roth, W.M., Komorek, M., & Wilbers, J. (1998). Conceptual change cum discourse analysis to understand cognition in a unit on chaotic systems: towards an integrative perspective on learning in science. International Journal of Science Education, 20(9), 1059-1073.

Giodan, A. (1991). The importance of modeling in the teaching and popularization of science. Trends in Science Education, 41(4).

Glasser, W. (1986). Control theory in the classroom. New York: Harper & Row.

Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: HarperCollins.

Harmon, J. (Eds.). (1998). Complexity in the classroom. New York: New York State English Council.

Hirsch, G.B. (1998). Innovation in schools: A model to help structure the discussion and guide the search for strategies. Report No. SE1998-04. Creative Learning Exchange, Acton, MA. Available at

Jackson, S., Stratford, S., Krajcik, J., & Soloway, E. (1996). A learner-centered tool for students building models. Communications of the ACM, 39(4), 48-49.

Jacobson, M.J., Brecher, K., Clemens, M., Farrell, W., Kaput, J., Reisman, K., & Wilensky, U. (1998). Education in complex systems. Nashua, NH: New England Complex Systems Institute.

Kaput, J., & Roschelle, J. (1998). Educational software components of tomorrow: A Testbed for sustainable development of interoperable objects for middle school mathematics (ESCOT). (NSF REC #9804930). National Science Foundation Grant, Washington, DC.

Kaput, J., Bar-Yam, Y., Jacobson, M. Jakobsson, E., Lemke, J., Wilensky, U., & Collaborators. Two Roles for Complex Systems in Education: Mainstream Content and Analytical Tools & Perspectives, Report to NSF on Project #REC-9980241

Kauffman, S. (1995). At home in the universe: The search for laws of self-organization and complexity. New York: Oxford University Press.

Kershaw, A., & Safford, S. (1998). From order to chaos: The impact of educational telecommunications on post-secondary education. Higher Education, 35(3), 285-298.

Keys, J. B. (1995). Centres of excellence in management development. Journal of Management Development, 14(5), 2-60.

Lederman, L.M. (1998). ARISE project white paper, Fermi National Accelerator Laboratory, FERMILAB-TM-2051. Available at

Mandinach, E.B., & Thorpe, E.T. (1987). The systems thinking and curriculum innovation project: Technical report, part 1. (TR-87). Educational Technology Center, Harvard Graduate School of Education, Cambridge, MA.

Mandinach, E.B., & Cline, H.F. (1994). Classroom dynamics: Implementing a technology-based learning environment. Hillsdale, NJ: Lawrence Erlbaum.

Markham, F.W. (1998). A method for introducing the concepts of chaos theory to medical students. Theoretical Medicine and Bioethics, 19(1), 1-4.

Perrone, C., Spencer, S., Ambach, J., & Repenning, A. (1996). Computers in the classroom: Moving from tool to medium. Journal of Computer Mediated Communication, 2(3).

Prigogine, I. (1984). Order of out chaos: Man's new dialogue with nature. New York: Bantam Books.

Repenning, A. (1995). Agentsheets: A medium for creating domain oriented visual languages. Computer, 28(3), 17-25.

Repenning, A., Ioannidou, A., & Ambach, J. (1998). Learn to communicate and communicate to learn. Journal of Interactive Media.

Repenning, A., Rausch, M., Phillips, J., & Ioannidou, A. (1998). Using Agents as a Currency of Exchange between End-Users. Orlando, FL: Association for the Advancement of Computing in Education.

Resnick, M. (1995). New paradigms for computing, new paradigms for thinking. In A. diSessa, Hoyles, C., & Noss, R. (Eds.), Computers and Exploratory Learning (pp. 31-43). New York: Springer-Verlag.

Resnick, M. (1995). Turtles, termites, and traffic jams: Explorations in massively powerful microworlds. Cambridge, MA: The MIT Press.

Resnick, M. (1996). Beyond the centralized mindset. Journal of the Learning Sciences, 5(1), 1-22.

Resnick, M. (1998). Technologies for lifelong kindergarten. Educational Technology Research and Development, 46(4).

Resnick, M., Berg, R., & Eisenberg, M. (2000). Beyond black boxes: Bringing transparency and aesthetics back to scientific investigation. Journal of the Learning Sciences, 9, (1), 7-30.

Resnick, M.. (in press). Thinking like a tree (and other forms of ecological thinking). International Journal of Computers for Matehmatical Learning.

Resnick, M. & Wilensky, U. (1998). Diving into complexity: Developing probabilistic decentralized thinking through role-playing activities. Journal of Learning Sciences, 7(2), 153-172.

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Roschelle, J., Kaput, J., & Stroup, W. (1998). SimCalc: Acclerating students' engagement with the mathematics of change. In M. Jacobson, & Kozma, R. (Eds.), Educational Technology and Mathematics and Science for the 21st Century (pp. 47-75). Hillsdale, NJ: Lawrence Erlbaum.

Roschelle, J., DiGiano, C., Koutlis, M., Repenning, A., Phillips, J., Jackiw, N., & Suthers, D. (1999). Developing educational software components. IEEE Computer, 32, 50-58.

Scheerens, J. (1997). Conceptual models and theory-embedded principles on effective schooling. School Effectiveness and School Improvement, 8(3), 269-310.

Scott, W.R., & Meyer, J.W. (1984). Environmental linkages and organizational complexity: public and private schools. Palo Alto, CA: Department of Sociology: Institute for Research on Educational Finance and Goverance, Stanford University.

Sinnott, J. D. (Ed.). (1993). Interdisciplinary handbook of adult lifespan learning. Westport, CT: Greenwood Press.

Steed, M. (1992). Stella, a simulation construction kit: Cognitive process and educational implications. Journal of Computers in Mathematics and Science Teaching, 11, 39-52.

Stroup, W., & Wilensky, U. (1999). Assessing learning as emergent phenomena: Moving constructivist statistics beyond the bell curve. In A. E. Kelly & R. Lesh (Eds.), Handbook of Methods for Research in Learning and Teaching Science and Mathematics. Englewood Cliffs, NJ: Erlbaum.

Tooley, J. (1999). New versus old Barber: An unfinished revolution. British Journal of Educational Studies, 47(1), 28-42.

Wilensky, U. (1993). Connected mathematics: Building concrete relationships with mathematical knowledge. Unpublished doctoral dissertation, Massachusetts Institute of Technology, Cambridge, MA.

Wilensky, U. (1994). GasLab: A Model-based Toolkit and Curriculum for Exploring Ideal Gases and Statistical Mechanics. NSF REC #9632612. National Science Foundation, Washington, DC.

Wilensky, U., & Resnick, M. (1995). New thinking for new sciences: Constructionist approaches for exploring complexity. San Francisco, CA.

Wilensky, U. (1995a). Paradox programming and learning probability: A case study in a connected mathematics framework. Journal of Mathematical Behavior, 14(2), 231-280.

Wilensky, U. (1995). Learning probability through building computational models. Paper presented at the 19th International Conference on the Psychology of Mathematics Education, Recife, Brazil.

Wilensky, U. (1996). Modeling rugby: Kick first, generalize later? International Journal of Computers for Mathematical Learning, 1(1).

Wilensky, U. (1997a). What is normal anyway? Therapy for epistemological anxiety. Educational Studies in Mathematics, 33(2), 171-202.

Wilensky, U. (1997b). StarLogoT [computer software]. Developed under . NSF REC #9632612, "Making sense of complex phenomena thorugh building object-based parallel models." Available at

Wilensky, U., & Reisman, K. (1998). Learning biology through constructing and testing computational theories-an embodied modeling approach. Nashua, NH: New England Complex Systems Institute.

Wilensky, U., Hazzard, E & Froemke, R. (1999). An extensible modeling toolkit for exploring statistical mechanics. Proceedings of the Seventh European Logo Conference—EUROLOGO'99, Sofia, Bulgaria.

Wilensky, U. (1999). GasLab-an extensible modeling toolkit for exploring micro-and macro-views of gases. In N. Roberts, Feurzeig, W., & Hunter, B. (Eds.), Computer Modeling and Simluation in Science Education. Berlin: Springer Verlag.

Wilensky, U., & Stroup, W. (1999). Learning through participatory simulations: Network-based design for systems learning in classrooms. Stanford University, Standford, CA.

Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems perspective to making sense of the world. Journal of Science Education and Technology, 8(1), 3-19.

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