The complexity paradox: An analysis of modeling education through the lens of complexity science

TL;DR

This paper examines how modeling education can be improved by applying complexity science principles, addressing the paradox where modeling is perceived as increasing complexity by students.

Contribution

It offers a novel analysis of modeling education through complexity science, providing recommendations to better manage complexity in teaching modeling.

Findings

Complexity science offers valuable insights for modeling education.

Students often perceive modeling as adding complexity, contrary to its intended purpose.

Recommendations are proposed to help educators tame complexity in teaching modeling.

Abstract

Modeling seeks to tame complexity during software development, by supporting design, analysis, and stakeholder communication. Paradoxically, experiences made by educators indicate that students often perceive modeling as adding complexity, instead of reducing it. In this position paper, I analyse modeling education from the lens of complexity science, a theoretical framework for the study of complex systems. I revisit pedagogical literature where complexity science has been used as a framework for general education and subject-specific education in disciplines such as medicine, project management, and sustainability. I revisit complexity-related challenges from modeling education literature, discuss them in the light of complexity and present recommendations for taming complexity when teaching modeling.