Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015
Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015
复制标题
K-12 科学教育中复杂系统的教学与学习：1995-2015 年实证研究回顾
DOI：
10.3102/0034654317746090
复制
发表时间：
2017
影响因子：
11.2
通讯作者：
Miyoung Park
中科院分区：
文献类型：
--
作者：
Susan A. Yoon;Sao;Miyoung Park
复杂系统的研究在美国最近的科学教育政策中得到了强调，并且一直是重要的现实世界科学调查的主题。正因为如此，在K-12科学教育中对复杂系统的研究在过去二十年中显着增加。在这篇系统性综述中，我们分析了75项实证研究，以确定这些研究是否（a）共同代表了教育政策和现实世界科学的目标，（B）考虑了各种环境和人群，（c）展示了干预措施的系统性调查，以期达到规模。结果显示，需要在五个领域的研究：需要多样化的知识领域内进行研究，更多的研究学习系统状态，协议的基本特征复杂的系统内容，更注重上下文的因素，支持学习，包括教师学习，需要更多的比较研究。
The study of complex systems has been highlighted in recent science education policy in the United States and has been the subject of important real-world scientific investigation. Because of this, research on complex systems in K–12 science education has shown a marked increase over the past two decades. In this systematic review, we analyzed 75 empirical studies to determine whether the research (a) collectively represents the goals of educational policy and real-world science, (b) has considered a variety of settings and populations, and (c) has demonstrated systematic investigation of interventions with a view to scale. Results revealed needs in five areas of research: a need to diversify the knowledge domains within which research is conducted, more research on learning about system states, agreement on the essential features of complex systems content, greater focus on contextual factors that support learning including teacher learning, and a need for more comparative research.