Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Designing computer-supported complex systems curricula for the next generation science standards in high school science classrooms
AU - Yoon, Susan A.
AU - Anderson, Emma
AU - Klopfer, Eric
AU - Koehler-Yom, Jessica
AU - Sheldon, Josh
AU - Schoenfeld, Ilana
AU - Wendel, Daniel
AU - Scheintaub, Hal
AU - Oztok, Murat
AU - Evans, Chad
AU - Goh, Sao-Ee
PY - 2016/12/3
Y1 - 2016/12/3
N2 - We present a curriculum and instruction framework for computer-supported teaching and learning about complex systems in high school science classrooms. This work responds to a need in K-12 science education research and practice for the articulation of design features for classroom instruction that can address the Next Generation Science Standards (NGSS) recently launched in the USA. We outline the features of the framework, including curricular relevance, cognitively rich pedagogies, computational tools for teaching and learning, and the development of content expertise, and provide examples of how the framework is translated into practice. We follow this up with evidence from a preliminary study conducted with 10 teachers and 361 students, aimed at understanding the extent to which students learned from the activities. Results demonstrated gains in students’ complex systems understanding and biology content knowledge. In interviews, students identified influences of various aspects of the curriculum and instruction framework on their learning.
AB - We present a curriculum and instruction framework for computer-supported teaching and learning about complex systems in high school science classrooms. This work responds to a need in K-12 science education research and practice for the articulation of design features for classroom instruction that can address the Next Generation Science Standards (NGSS) recently launched in the USA. We outline the features of the framework, including curricular relevance, cognitively rich pedagogies, computational tools for teaching and learning, and the development of content expertise, and provide examples of how the framework is translated into practice. We follow this up with evidence from a preliminary study conducted with 10 teachers and 361 students, aimed at understanding the extent to which students learned from the activities. Results demonstrated gains in students’ complex systems understanding and biology content knowledge. In interviews, students identified influences of various aspects of the curriculum and instruction framework on their learning.
KW - computer-supported science curricula
KW - NGSS
KW - Complex systems
KW - student learning outcomes
U2 - 10.3390/systems4040038
DO - 10.3390/systems4040038
M3 - Journal article
VL - 4
JO - Expert Systems
JF - Expert Systems
SN - 2079-8954
M1 - 38
ER -