Complicity-An International Journal of Complexity and Education最新文献_第2页

Complex Dynamic Systems View on Conceptual Change: How a Picture of Students' Intuitive Conceptions Accrue from Dynamically Robust Task Dependent Learning Outcomes. 概念变化的复杂动态系统观点:学生的直觉概念如何从动态稳健的任务依赖学习结果中产生。

Complicity-An International Journal of Complexity and Education Pub Date : 2017-09-02 DOI: 10.29173/CMPLCT29332

I. Koponen, Tommi Kokkonen, Maiji Nousiainen

{"title":"Complex Dynamic Systems View on Conceptual Change: How a Picture of Students' Intuitive Conceptions Accrue from Dynamically Robust Task Dependent Learning Outcomes.","authors":"I. Koponen, Tommi Kokkonen, Maiji Nousiainen","doi":"10.29173/CMPLCT29332","DOIUrl":"https://doi.org/10.29173/CMPLCT29332","url":null,"abstract":"We discuss here conceptual change and the formation of robust learning outcomes from the viewpoint of complex dynamic systems (CDS). The CDS view considers students’ conceptions as context dependent and multifaceted structures which depend on the context of their application. In the CDS view the conceptual patterns (i.e. intuitive conceptions here) may be robust in a certain situation but are not formed, at least not as robust ones, in another situation. The stability is then thought to arise dynamically in a variety of ways and not so much to mirror rigid ontological categories or static intuitive conceptions. We use computational modelling to understand the generic dynamic and emergent features of that phenomenon. The model is highly simplified and idealized, but it shows how context dependence, described here by an epistemic landscape structure, leads to the formation of context dependent robust states that can be viewed as attractors in learning, and how owing to the sharply defined nature of these states, learning appears as a progression of switches from one state to another, giving thus the appearance of conceptual change as switches from one robust state to another. Finally, we discuss the implications of the results in directing attention to the design of learning tasks and their structure, and how empirically accessible learning outcomes might be related to these underlying factors.","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":"83382721","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: 1

Special Issue: Proceedings of the Symposium on Complex Systems in Education 特刊:教育复杂系统研讨会论文集

Complicity-An International Journal of Complexity and Education Pub Date : 2017-09-02 DOI: 10.29173/CMPLCT29331

D. Stamovlasis, M. Koopmans

{"title":"Special Issue: Proceedings of the Symposium on Complex Systems in Education","authors":"D. Stamovlasis, M. Koopmans","doi":"10.29173/CMPLCT29331","DOIUrl":"https://doi.org/10.29173/CMPLCT29331","url":null,"abstract":"The present special issue is yet one more collective endeavor in the area of educational research that demonstrates how the new science of complex dynamical systems could be applied in this domain. In social sciences, while the linear methodologies are, at the moment still the main stream, the appreciation of the new paradigm has already been growing, and a considerable body of research has been published recently in regular journals, special issues on complexity and edited book volumes. In physiology, behavioral sciences, economics and life sciences, complexity theory and nonlinear dynamics have been proven highly influential advancing the discipline. Education is no longer a late follower to those developments, but a privileged area where complex dynamical system (CDS) is by now an established paradigm. Complexity theory has inspired researchers and scholars working in education and curriculum studies to approach their subject matter from a different angle, and ask different questions, focusing on the processes through which things come to be what they are. It has also changed traditional ways of thinking, in qualitative as well as quantitative research, perhaps setting the stage for a paradigm shift. The foundation of the new science has been based on empirical studies that implement concepts of CDS,","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":"86721096","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 Dynamics of Cognitive Performance: What Has Been Learnt from Empirical Research in Science Education 认知表现的动态:科学教育实证研究的启示

Complicity-An International Journal of Complexity and Education Pub Date : 2017-09-02 DOI: 10.29173/CMPLCT29333

D. Stamovlasis

{"title":"The Dynamics of Cognitive Performance: What Has Been Learnt from Empirical Research in Science Education","authors":"D. Stamovlasis","doi":"10.29173/CMPLCT29333","DOIUrl":"https://doi.org/10.29173/CMPLCT29333","url":null,"abstract":"This paper discusses investigations in science education addressing the nonlinear dynamical hypothesis. Learning science is a suitable field for applying interdisciplinary research and predominately for testing psychological theories. It was demonstrated that in this area the paradigm of complexity and nonlinear dynamics have offered theoretical advances and better interpretations of empirical data. Research showed that besides linear modes of behavior, sudden transitions occur in cognitive performance and this has questioned basic theoretical and epistemological assumptions. The neo-Piagetian framework and motivational theories offering constructs for serving as predictors in various model are the local theories which are embraced by the CDS meta-theory. Sudden transitions are modeled by catastrophe theory (CT) the analyses of which reveal the crucial role of certain variables, namely the bifurcation factors. Beyond a critical value of the bifurcation factor, the state variable splits into two-attractor regions and becomes bimodal. The bifurcation effect induces uncertainty and unpredictability in the system, which oscillates between two states entering the regime of chaos. Then in state variables such as learning outcomes and achievement, sudden transitions from success to failure are expected. Catastrophe theory explains unexpected phenomena associated with school failure, dropouts, illicit behaviors, sudden attitude change, and creativity. Moreover CT could contribute in elucidating theoretical debates and conflicting empirical evidences.","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":"81467036","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: 2

Integrated School-Based Teacher Education: From Apprenticeship to a Complex Learning System 综合校本教师教育:从学徒制到复杂的学习系统

Complicity-An International Journal of Complexity and Education Pub Date : 2017-08-16 DOI: 10.29173/CMPLCT28838

Steve J. Collins, Hermia Ting

{"title":"Integrated School-Based Teacher Education: From Apprenticeship to a Complex Learning System","authors":"Steve J. Collins, Hermia Ting","doi":"10.29173/CMPLCT28838","DOIUrl":"https://doi.org/10.29173/CMPLCT28838","url":null,"abstract":"This article differentiates approaches to school-based teacher education. It contrasts the pervasive apprenticeship model, to a \"naturally integrated\" school-based teacher education program that we describe as a complex learning system. Rather than view teacher education as fragmented by separating educational theory (physically based on a university campus) and teaching practice (based in a school and resembling an apprenticeship), we favor an approach where all coursework is integrated with practice in a host school while maintaining close connections to the university. The latter model highlights learning as contextualized in school, focussed on the whole school, yet also informed by progressive educational thought. All participants in the school environment (not just university students) are at once both learners and teachers. Just as university-based aspects of teacher education suffer from a lack of practical relevance, we anticipate that any model of school-based teacher education will have to address the effects of context overwhelming theoretical learning, philosophical understandings, and generalization to other contexts. We claim that a complex learning system model is better able to mitigate these contextual effects. We propose an approach to address this issue through both \"reduction\" and \"complexity\".","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79688715","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: 7

Visualizing Teacher Education as a Complex System: A Nested Simplex System Approach 可视化教师教育作为一个复杂的系统:一个嵌套的单纯形系统方法

Complicity-An International Journal of Complexity and Education Pub Date : 2017-08-16 DOI: 10.29173/CMPLCT26053

L. Ludlow, Fiona Ell, Marilyn Cochran-Smith, A. Newton, K. Trefcer, Kelsey Klein, L. Grudnoff, M. Haigh, M. Hill

引用次数: 8

Perspectives on Complexity, Its Definition and Applications in the Field 复杂性、复杂性的定义及其在领域中的应用

Complicity-An International Journal of Complexity and Education Pub Date : 2017-08-16 DOI: 10.29173/CMPLCT27611

M. Koopmans

引用次数: 16

Frontmatter

Complicity-An International Journal of Complexity and Education Pub Date : 2016-12-31 DOI: 10.1515/9783839435175-fm

引用次数: 0

A complexity approach to investigating the effectiveness of an intervention for lower grade teachers on teaching science 用复杂的方法调查低年级教师科学教学干预的有效性

Complicity-An International Journal of Complexity and Education Pub Date : 2016-05-18 DOI: 10.29173/CMPLCT23022

A. Wetzels, Henderien W. Steenbeek, P. Geert

{"title":"A complexity approach to investigating the effectiveness of an intervention for lower grade teachers on teaching science","authors":"A. Wetzels, Henderien W. Steenbeek, P. Geert","doi":"10.29173/CMPLCT23022","DOIUrl":"https://doi.org/10.29173/CMPLCT23022","url":null,"abstract":"This article describes the effectiveness and sustainability of teacher professional development interventions from a complexity view point as well as a more ‘standard’ viewpoint. The first aim of this study is to give a theoretical overview of effective aspects of interventions regarding teachers’ professionalizing using recent literature. The second aim is to re-interpret effectiveness and effectiveness studies using a complexity approach. The third aim is to empirically illustrate a complexity approach to the effectiveness of interventions using a multiple case study We have described intervention specific aspects, teacher specific aspects, context specific aspects and implementation specific aspects and have shown in the cases that during an intervention these aspects intertwine and act as a complex dynamic system. The complexity approach to interventions has implications for future empirical research as well as for the design of interventions. In future research, results of small scale and large scale research should be combined, in order to obtain a better insight in all relevant aspects and their effect on teachers’ behavior. Research ought to concentrate on the effects that all contextual aspects have intertwiningly in order to design more effective interventions and with better implementation processes.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86918782","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: 9

Complex Adaptive Schools: Educational Leadership and School Change 复杂适应性学校:教育领导与学校变革

Complicity-An International Journal of Complexity and Education Pub Date : 2016-05-18 DOI: 10.29173/CMPLCT23029

Brad Kershner, P. McQuillan

引用次数: 42

Navigating the Turbulent Waters of School Reform Guided by Complexity Theory. 复杂性理论指导下的学校改革激流。

Complicity-An International Journal of Complexity and Education Pub Date : 2016-05-18 DOI: 10.29173/CMPLCT24566

D. G. White, J. Levin

引用次数: 11