Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction
Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction
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DOI：
10.1007/s11251-016-9388-7
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发表时间：
2017-02-01
影响因子：
2.5
通讯作者：
Klopfer, Eric
中科院分区：
文献类型：
--
作者：
Yoon, Susan A.;Anderson, Emma;Klopfer, Eric
美国最近的下一代科学标准强调学习复杂系统作为科学学习的核心特征。在过去的 15 年里，人们对许多教育工具和理论进行了研究，以帮助学生了解复杂的系统；但令人惊讶的是，很少有研究致力于确定教师在课堂上教授复杂系统所需的支持。在本文中，我们旨在解决文献中的这一空白。我们描述了一项为期两年的专业发展研究，其中我们收集了有关教师对计算机支持的复杂系统课程的能力和看法的数据。我们展示了该项目两年的成果，并证明需要特殊的教学支持来改进实施工作，包括提供差异化的机会来培养专业知识，并解决教师关于计算模型构建是否属于科学课堂的信念。学生两年来的课堂体验和学习结果进一步说明了这些教学支持的影响。
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.