THEORETICAL EXPLANATION OF THE IMPLICATIONS OF COMPLEX SYSTEMS THEORY FOR TEACHING SCIENCE

Journal Title: Problems of Education in the 21st Century - Year 2015, Vol 65, Issue 6

Abstract

The present study seeks to explain the implications of triple levels of the complex systems theory, as a theory about nature, science, and education, for teaching science. The study has been conducted within a philosophical approach. On the frst level, the characteristics of complex systems theory about nature including: top-down character, non-linear interactions, emergence, irreversibility, self-organization, modularity, hierarchy, adaptation and bifurcation are explained. In this regard the point to be mentioned is that the teachers could facilitate the students’ understanding from the fundamental features of nature by offering diverse and suitable examples. On the second level, the complex systems theory mainly addresses the nature and methodology of science. Regarding the nature of science, scientifc knowledge is defned as condition-structured knowledge and regarding the methodology of science, this theory highlights the features including condition-dependent generalisation, condition-dependent laws, condition-dependent explanation, condition-dependent confrmation, and the limitations of model-centered confrmation. The implications from this level of complex systems theory for teaching science encourage the teachers to clarify the methodology of science for the students. Regarding the third level, Complex systems theory orients attentions toward dynamic, complicated, and integrated levels, including the neurological, the experiential, the contextual/material, the symbolic, the cultural, and the ecological levels of education. So teachers might explain the basic features of the natural events through non-linear and holistic methods in teaching science.

Authors and Affiliations

Parvin Bazghandi, Saeid Zarghami-Hamrah, Yahya Ghaedi, Alireza Mahmudnia, Khosrow Bagheri Noaparast

Keywords

Related Articles

THE CONCEPTUAL FOUR-SECTOR MODEL OF DEVELOPMENT OF THE COGNITIVE PROCESS DIMENSIONS IN ABSTRACT VISUAL THINKING

The research deals with the development of cognitive process dimensions in economic education. The aim is to research factors that influence academic achievement of students according to their intellectual level and gra...

use OF VisualizatiOn tO mOtiVate science and geOgraphy educatiOn OF Female schOOlchildren

ICT progress and invasion in education started in post-modern age. The majority of schoolchildren tend to learn science and geography at a low level, there is a lack of specialists in scientifc areas in the entire world...

DECENTRALIZATION OF EDUCATION: THE EXPERIENCE OF KENYAN SECONDARY SCHOOLS

Kenya has undertaken several educational reforms since independence in 1963. Several committees, commissions and task forces have been set up over the years with the mandate to make suitable recommendations on how to o...

IMPROVING THE QUALITY OF EDUCATION BY STRENGTHENING THE COOPERATION BETWEEN SCHOOLS AND FAMILIES

Different groups of teachers understand and interpret the issue of quality in education in different ways, but they all converge on the same key words which are reciprocal influence, school-family, interaction, synchro...

IMPROVING QUALITY OF THE EDUCATIONAL PROCESS BY RAISING TEACHERS’ COMMUNICATION SKILLS

The quality of the educational process can be measured by different criteria. These criteria are based on factors, including good communication as an important aspect. Similarly to good communication being able to improv...

Download PDF file
  • EP ID EP35385
  • DOI -
  • Views 301
  • Downloads 0

How To Cite

Parvin Bazghandi, Saeid Zarghami-Hamrah, Yahya Ghaedi, Alireza Mahmudnia, Khosrow Bagheri Noaparast (2015). THEORETICAL EXPLANATION OF THE IMPLICATIONS OF COMPLEX SYSTEMS THEORY FOR TEACHING SCIENCE. Problems of Education in the 21st Century, 65(6), -. https://europub.co.uk/articles/-A-35385