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Descripción

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.

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DSpace at MIT  

Autor(es)

Yoon, Susan -  Anderson, Emma -  Koehler -  Yom, Jessica -  Scheintaub, Hal -  Oztok, Murat -  Evans, Chad -  Goh, Sao -  Ee -  Klopfer, Eric -  Sheldon, Joshua -  Schoenfeld, Ilana -  Wendel, Daniel J - 

Id.: 69869579

Idioma: inglés (Estados Unidos)  - 

Versión: 1.0

Estado: Final

Tipo de recurso: Article  -  http://purl.org/eprint/type/JournalArticle  - 

Tipo de Interactividad: Expositivo

Nivel de Interactividad: muy bajo

Audiencia: Estudiante  -  Profesor  -  Autor  - 

Estructura: Atomic

Coste: no

Copyright: sí

: Creative Commons Attribution 4.0 International License

Requerimientos técnicos:  Browser: Any - 

Relación: [IsBasedOn] MDPI
[References] http://dx.doi.org/10.3390/systems4040038
[References] Systems

Fecha de contribución: 26-may-2017

Contacto:

Localización:
* 2079-8954
* Yoon, Susan et al. “Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms.” Systems 4.4 (2016): 38.
* PUBLISHER_CC

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