Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015

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 de...

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Published inReview of educational research Vol. 88; no. 2; pp. 285 - 325
Main Authors Yoon, Susan A., Goh, Sao-Ee, Park, Miyoung
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2018
American Educational Research Association
Subjects
Complex systems
Complexity
Education policy
Educational Policy
Elementary School Science
Elementary Secondary Education
Equal Education
Faculty Development
Innovation
Intervention
Literature Reviews
Research Methodology
Research Needs
Sampling
Scaling
Science Education
Science Instruction
Secondary School Science
Systematic review
Systems Approach
Teachers
student and teacher learning
science education
complex systems
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Abstract 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 realworld 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.
AbstractList 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 realworld 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.
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.
Audience Elementary Education
Author Park, Miyoung
Yoon, Susan A.
Goh, Sao-Ee
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Snippet 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...
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SubjectTerms Complex systems
Complexity
Education policy
Educational Policy
Elementary School Science
Elementary Secondary Education
Equal Education
Faculty Development
Innovation
Intervention
Literature Reviews
Research Methodology
Research Needs
Sampling
Scaling
Science Education
Science Instruction
Secondary School Science
Systematic review
Systems Approach
Teachers
Title Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015
URI https://www.jstor.org/stable/44667701
https://journals.sagepub.com/doi/full/10.3102/0034654317746090
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1173929
https://www.proquest.com/docview/2017556420
Volume 88
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