Complicity-An International Journal of Complexity and Education最新文献

Toward a Learning Progression of Complex Systems Understanding 迈向复杂系统理解的学习进展

Complicity-An International Journal of Complexity and Education Pub Date : 2019-01-24 DOI: 10.29173/CMPLCT29340

Susan A. Yoon, Sao-Ee Goh, Zhitong Yang

{"title":"Toward a Learning Progression of Complex Systems Understanding","authors":"Susan A. Yoon, Sao-Ee Goh, Zhitong Yang","doi":"10.29173/CMPLCT29340","DOIUrl":"https://doi.org/10.29173/CMPLCT29340","url":null,"abstract":"Recent research on what students know about complex systems shows that they typically have challenges in understanding particular system ideas such as nonlinearity, complex causality, and decentralized control. Yet this research has yet to adopt a systematic approach to learning about complex systems in an ordered way in line with the Next Generation Science Standards’ call for learning pathways that guide teaching and learning along a developmental continuum. In this paper, we propose that learning progressions research can provide a conceptual framework for identifying a learning pathway to complex systems understanding competence. As a first step in developing a progression, we articulate a sequence of complex systems ideas, from the least to most difficult, by analyzing students’ written responses using an item response theory model. Results show that the easiest ideas to comprehend are those that relate to levels or scales within systems and the interconnected nature of systems. The most difficult ideas to grasp are those related to the decentralized organization of the system and the unpredictable or nondeterministic nature of effects. We discuss implications for this research in terms of developing curricular content that can guide learning experiences in grades 8–12 science education.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83722405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Exploring the Effects of Creating Small High Schools on Daily Attendance: A Statistical Case Study 探索创建小型高中对日出勤率的影响:一个统计案例研究

Complicity-An International Journal of Complexity and Education Pub Date : 2018-11-12 DOI: 10.29173/CMPLCT29352

M. Koopmans

引用次数: 1

Design Considerations for Education Scholars Interested in Complex Systems Research 对复杂系统研究感兴趣的教育学者的设计考虑

Complicity-An International Journal of Complexity and Education Pub Date : 2018-11-12 DOI: 10.29173/CMPLCT29351

G. Marchand, J. Hilpert

引用次数: 5

Editorial Introduction: Proceedings of the Second Satellite Symposium on Complex Systems and Education, Held at the Conference on Complex Systems, Cancun, Mexico, September 20, 2017 编辑导言:2017年9月20日在墨西哥坎昆复杂系统会议上举行的第二届复杂系统与教育卫星研讨会论文集

Complicity-An International Journal of Complexity and Education Pub Date : 2018-10-25 DOI: 10.29173/CMPLCT29349

Koopmans Matthijs, Hiroki Sayama

引用次数: 0

NiCE Teacher Workshop: Engaging K-12 Teachers in the Development of Curricular Materials That Utilize Complex Networks Concepts NiCE教师工作坊:让K-12教师参与开发利用复杂网络概念的课程材料

Complicity-An International Journal of Complexity and Education Pub Date : 2018-05-31 DOI: 10.29173/cmplct29350

Emma K. Towlson, Lori Sheetz, Ralucca Gera, Jonathan W. Roginski, C. Cramer, S. Uzzo, Hiroki Sayama

{"title":"NiCE Teacher Workshop: Engaging K-12 Teachers in the Development of Curricular Materials That Utilize Complex Networks Concepts","authors":"Emma K. Towlson, Lori Sheetz, Ralucca Gera, Jonathan W. Roginski, C. Cramer, S. Uzzo, Hiroki Sayama","doi":"10.29173/cmplct29350","DOIUrl":"https://doi.org/10.29173/cmplct29350","url":null,"abstract":"Our educational systems must prepare students for an increasingly complex and interconnected future, but teachers facing this task are not equipped to prepare students to succeed. Network science–the study of how biological, social, physical and technological systems interconnect, how the structure of those connections evolve over time, and how those structures and behaviors inform our understanding of them–is a pathway to deepening engagement with the kinds of complex problems these students will have to deal with as adults in the workforce. We recently held the Networks in Classroom Education (NiCE) workshop for a group of 21 K-12 teachers with various disciplinary backgrounds. The explicit aim of the workshop was to introduce them to concepts in network science, show them how these concepts can be utilized in the classroom, and empower them to develop resources using these concepts, in the form of lesson plans, for themselves and for the wider community. Here we detail the nature of the workshop and present its outcomes, including a set of publicly available innovative lesson plans. We also discuss the future development of the successful integration of network science in K-12 education and its importance in inspiring and enabling our teachers.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90605890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Socially Situated Dynamics of Children's Learning Processes in Classrooms: What Do We Learn from a Complex Dynamic Systems Approach? 儿童课堂学习过程的社会动态:我们从复杂的动态系统方法中学到了什么?

Complicity-An International Journal of Complexity and Education Pub Date : 2017-09-02 DOI: 10.29173/CMPLCT29336

Henderien W. Steenbeek, S. Vondel, P. Geert

引用次数: 2

Phase Transitions: In the Brain, Socio-Dramatic Play and Meaningful Early Learning. 阶段转换:大脑，社会戏剧游戏和有意义的早期学习。

Complicity-An International Journal of Complexity and Education Pub Date : 2017-09-02 DOI: 10.29173/CMPLCT29335

D. Fromberg

引用次数: 0

On Reinventing Education in the Age of Complexity: A Vygotsky-inspired Generative Complexity Approach 论复杂性时代的教育再造:维果茨基启发的生成复杂性方法

Complicity-An International Journal of Complexity and Education Pub Date : 2017-09-02 DOI: 10.29173/CMPLCT29334

T. Jörg

{"title":"On Reinventing Education in the Age of Complexity: A Vygotsky-inspired Generative Complexity Approach","authors":"T. Jörg","doi":"10.29173/CMPLCT29334","DOIUrl":"https://doi.org/10.29173/CMPLCT29334","url":null,"abstract":"Reinventing education is the ultimate aim of this contribution. The approach taken is a radical new complexity-inspired bottom-up approach which shows complexity as the fount of creativity and innovation. Organizing complexity accordingly may be the foundation for a new complexified vision of education. It all starts with new thinking in complexity about how complexity is actually generated in the real world. Such thinking offers new kinds of complexity like generative and emergent complexity. The approach taken is very much inspired by the genius of Vygotsky, as a visitor from the future. His focus was not only process-oriented, but also very much possibility-oriented. His method was bottom-up, and opened new spaces of the possible, like the Zone of Proximal Development. Yet he was not able to deal with the problem of complexity in his days. He ‘simply’ lacked an adequate causal framework, which showed causation as a generative bottom-up process, to be linked with potential nonlinear effects over time. He could not explain what he saw as possible: the turning points and upheavals of learning and development. In this contribution the focus will be on the link between the new thinking in complexity and the causal, generative nature of complexity in the real world. This link may show the ontological creativity of the entire world in general, and of human learning and development in particular. It may show the power of generativity to unleash this creativity by a new way of theorizing on education. The complexity-inspired theory of development as generative change, as thriving on the generative power of interaction, is fundamental and foundational for this new theorizing.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87696028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers 运用复杂性方法研究师生互动中的人际动态——以两位教师为例

Complicity-An International Journal of Complexity and Education Pub Date : 2017-09-02 DOI: 10.29173/CMPLCT29338

H. Pennings

{"title":"Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers","authors":"H. Pennings","doi":"10.29173/CMPLCT29338","DOIUrl":"https://doi.org/10.29173/CMPLCT29338","url":null,"abstract":"In the present study, complex dynamic systems theory and interpersonal theory are combined to describe the teacher-student interactions of two teachers with different interpersonal styles. The aim was to show and explain the added value of looking at different steps in the analysis of behavioral time-series data (i.e., observations of teacher and student behaviors) that are described by Warner (1998): (1) the general level and overall coordination, (2) the presence of linear, quadratic and cubic trends in behavior, (3) the coherence and phase in cyclical trends that are superimposed on the linear, quadratic and cubic trends, and (4) the residual fluctuations, when studying the fit between teacher and student interpersonal behavior. Interactional fit is conceptualized, and described in each step of the time-series analysis, using the principle of complementarity (e.g., Kiesler, 1996). Results showed that the teacher-student interactions of the teacher with the most desirable interpersonal style largely followed the complementarity principle, whereas the interactions of the teacher with the less desirable interpersonal style did not. These results are discussed in light of the hypotheses and limitations of the study.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79761670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Nonlinear Processes in Time-Ordered Observations: Self-Organized Criticality in Daily High School Attendance 时间顺序观察中的非线性过程:每日高中出勤率的自组织临界性

Complicity-An International Journal of Complexity and Education Pub Date : 2017-09-02 DOI: 10.29173/CMPLCT29337

M. Koopmans

{"title":"Nonlinear Processes in Time-Ordered Observations: Self-Organized Criticality in Daily High School Attendance","authors":"M. Koopmans","doi":"10.29173/CMPLCT29337","DOIUrl":"https://doi.org/10.29173/CMPLCT29337","url":null,"abstract":"In the United States, high school attendance and drop-°©‐‑out are important policy concerns receiving extensive coverage in the research literature. Traditionally, the focus in this work is on the summary of dropout rates and mean attendance rates in specific schools, regions or socio-economic groups. However, the question how stable those attendance rates are over time has received scant attention. Since instability in attendance may affect how long individual students stay in school, the issue deserves attention. Theschool districts that have begun to keep record of daily attendance rates in their schools over multi-year periods, such as those in New York City, have created an opportunity to investigate the temporal dimension of daily attendance, and thereby explore its stability. This paper will focus on its long-term characteristics, specifically the following: self-similarity, meta-stability or pink noise, and the impact of sudden departures from the central tendency of the series. Such departures can be used to estimate the impact of exogenous influences on the behavior of the system. The findings illustrate the importance of describing the dynamical patterns underlying attendance that remain concealed in traditional summary measures.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76020657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3