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Design features for computer-supported complex systems learning and teaching in high school science classrooms. / Yoon, Susan A.; Anderson, Emma; Koehler-Yom, Jessica et al.
Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, June 7-11, 2015, Gothenburg, Sweden.. ed. / Oskar Lindwall; Päivi Häkkinen; Timothy Koschmann; Pierre Tchounikine; Sten Ludvigsen. International Society of the Learning Sciences, 2015. p. 102-109.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Harvard
Yoon, SA, Anderson, E, Koehler-Yom, J, Klopfer, E, Sheldon, J, Wendel, D, Schoenfeld, I
, Oztok, M & Evans, C 2015,
Design features for computer-supported complex systems learning and teaching in high school science classrooms. in O Lindwall, P Häkkinen, T Koschmann, P Tchounikine & S Ludvigsen (eds),
Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, June 7-11, 2015, Gothenburg, Sweden.. International Society of the Learning Sciences, pp. 102-109.
APA
Yoon, S. A., Anderson, E., Koehler-Yom, J., Klopfer, E., Sheldon, J., Wendel, D., Schoenfeld, I.
, Oztok, M., & Evans, C. (2015).
Design features for computer-supported complex systems learning and teaching in high school science classrooms. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.),
Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, June 7-11, 2015, Gothenburg, Sweden. (pp. 102-109). International Society of the Learning Sciences.
Vancouver
Yoon SA, Anderson E, Koehler-Yom J, Klopfer E, Sheldon J, Wendel D et al.
Design features for computer-supported complex systems learning and teaching in high school science classrooms. In Lindwall O, Häkkinen P, Koschmann T, Tchounikine P, Ludvigsen S, editors, Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, June 7-11, 2015, Gothenburg, Sweden.. International Society of the Learning Sciences. 2015. p. 102-109
Author
Bibtex
@inproceedings{6cf08ffa3baa4002b9e79049ec75c157,
title = "Design features for computer-supported complex systems learning and teaching in high school science classrooms",
abstract = " While research on teaching and learning about complex systems has achieved solidgrounding in the learning sciences, few educational studies have focused on articulatingdesign features for classroom implementation that can serve a modular purpose for buildingcurricular and instructional experiences. Furthermore, despite the fact that several studiesdescribe important roles for teachers in constructing successful classroom learningexperiences, only a few of them examine how teachers{\textquoteright} instructional practices, knowledge,and beliefs influence student learning outcomes and the extent to which teachers are interestedand willing to teach through complex systems approaches. Furthermore, we do not know whatsupports teachers themselves say that they need to teach about complex systems in theirclassrooms. In this study, we present a curriculum and instruction framework that outlineshow teaching and learning about complex systems in high school science classroom contextscan be done. We articulate the features of the framework and provide examples of how theframework is translated into practice. We follow with evidence from an exploratory studyconducted with 10 teachers and over 300 students aimed at understanding change in teachers{\textquoteright}instructional practices; the extent to which students learned from the activities; what teachers{\textquoteright}perceptions were in terms of utility and usability; and what other supports teachers needed.",
keywords = "Innovative Design Approach, Teaching, Science Education, Learning Outcomes",
author = "Yoon, {Susan A.} and Emma Anderson and Jessica Koehler-Yom and Eric Klopfer and Josh Sheldon and Daniel Wendel and Ilana Schoenfeld and Murat Oztok and Chad Evans",
year = "2015",
month = jun,
day = "7",
language = "English",
pages = "102--109",
editor = "Oskar Lindwall and P{\"a}ivi H{\"a}kkinen and Timothy Koschmann and Pierre Tchounikine and Sten Ludvigsen",
booktitle = "Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, June 7-11, 2015, Gothenburg, Sweden.",
publisher = "International Society of the Learning Sciences",
}
RIS
TY - GEN
T1 - Design features for computer-supported complex systems learning and teaching in high school science classrooms
AU - Yoon, Susan A.
AU - Anderson, Emma
AU - Koehler-Yom, Jessica
AU - Klopfer, Eric
AU - Sheldon, Josh
AU - Wendel, Daniel
AU - Schoenfeld, Ilana
AU - Oztok, Murat
AU - Evans, Chad
PY - 2015/6/7
Y1 - 2015/6/7
N2 - While research on teaching and learning about complex systems has achieved solidgrounding in the learning sciences, few educational studies have focused on articulatingdesign features for classroom implementation that can serve a modular purpose for buildingcurricular and instructional experiences. Furthermore, despite the fact that several studiesdescribe important roles for teachers in constructing successful classroom learningexperiences, only a few of them examine how teachers’ instructional practices, knowledge,and beliefs influence student learning outcomes and the extent to which teachers are interestedand willing to teach through complex systems approaches. Furthermore, we do not know whatsupports teachers themselves say that they need to teach about complex systems in theirclassrooms. In this study, we present a curriculum and instruction framework that outlineshow teaching and learning about complex systems in high school science classroom contextscan be done. We articulate the features of the framework and provide examples of how theframework is translated into practice. We follow with evidence from an exploratory studyconducted with 10 teachers and over 300 students aimed at understanding change in teachers’instructional practices; the extent to which students learned from the activities; what teachers’perceptions were in terms of utility and usability; and what other supports teachers needed.
AB - While research on teaching and learning about complex systems has achieved solidgrounding in the learning sciences, few educational studies have focused on articulatingdesign features for classroom implementation that can serve a modular purpose for buildingcurricular and instructional experiences. Furthermore, despite the fact that several studiesdescribe important roles for teachers in constructing successful classroom learningexperiences, only a few of them examine how teachers’ instructional practices, knowledge,and beliefs influence student learning outcomes and the extent to which teachers are interestedand willing to teach through complex systems approaches. Furthermore, we do not know whatsupports teachers themselves say that they need to teach about complex systems in theirclassrooms. In this study, we present a curriculum and instruction framework that outlineshow teaching and learning about complex systems in high school science classroom contextscan be done. We articulate the features of the framework and provide examples of how theframework is translated into practice. We follow with evidence from an exploratory studyconducted with 10 teachers and over 300 students aimed at understanding change in teachers’instructional practices; the extent to which students learned from the activities; what teachers’perceptions were in terms of utility and usability; and what other supports teachers needed.
KW - Innovative Design Approach
KW - Teaching
KW - Science Education
KW - Learning Outcomes
M3 - Conference contribution/Paper
SP - 102
EP - 109
BT - Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, June 7-11, 2015, Gothenburg, Sweden.
A2 - Lindwall, Oskar
A2 - Häkkinen, Päivi
A2 - Koschmann, Timothy
A2 - Tchounikine, Pierre
A2 - Ludvigsen, Sten
PB - International Society of the Learning Sciences
ER -
