Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisi...

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Bibliographic Details
Published in:Instructional science 2017-02, Vol.45 (1), p.99-121
Main Authors: Yoon, Susan A., Anderson, Emma, Koehler-Yom, Jessica, Evans, Chad, Park, Miyoung, Sheldon, Josh, Schoenfeld, Ilana, Wendel, Daniel, Scheintaub, Hal, Klopfer, Eric
Format: Article
Language:English
Subjects:
Complex systems
Computer Assisted Instruction
Education
Educational Psychology
Educational Research
Educational Technology
Faculty Development
Instructional design
Learning and Instruction
Pedagogic Psychology
Professional development
Science Curriculum
Science Education
Science Teachers
Teacher Attitudes
Teacher Competencies
Teaching Methods
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Summary:The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers' abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students' classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports.
ISSN:0020-4277
1573-1952
DOI:10.1007/s11251-016-9388-7