Academic literature on the topic 'Curricular Complexity'
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Journal articles on the topic "Curricular Complexity"
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Schubert, William. "Perspectives on evaluation from curricular contexts." education policy analysis archives 26 (April 16, 2018): 47. http://dx.doi.org/10.14507/epaa.26.3812.
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Educational issues in nations throughout the world center on teacher and student evaluation, leading to much consternation. The root of debate stretches to curriculum questions that directly address matters of worth or value. Examining evaluation of education at any level through curricular lenses increases its complexity. First, complexity is approached by focusing on three broad categories that can be framed as questions: What are value considerations in foundations of curriculum? What is worthwhile for subsequent generations? How should we evaluate extant impacts of curricular venues? Second, perspectives on the complexity of evaluation based in curriculum studies are advanced through responses from five orientations to curriculum: Intellectual Traditionalist, Social Behaviorist, Experientialist, Critical Reconstructionist, and Postmodern Global Anti-Imperialist. Each offers a perspective worth considering by those who wish to improve curriculum and its evaluation.
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Hernandez, Carola, and Irma Alicia Flores. "Pedagogical mentoring and transformation of teaching practices in university." Kybernetes 48, no. 7 (August 5, 2019): 1534–46. http://dx.doi.org/10.1108/k-04-2018-0212.
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Purpose The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform. Design/methodology/approach The paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge. Findings Results show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum. Research limitations/implications Curricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process. Originality/value The systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.
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Anderson, Ronald D. "Perspectives on complexity: An essay on curricular reform." Journal of Research in Science Teaching 29, no. 8 (July 5, 2007): 861–76. http://dx.doi.org/10.1002/tea.3660290808.
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MUGIME, Santa Mónica Julião, Carlinda LEITE, and Feliciano M. MAHALAMBE. "Novos papéis e responsabilidade docente à luz das políticas educacionais e de formação de professores primários em Moçambique." INTERRITÓRIOS 5, no. 8 (June 22, 2019): 177. http://dx.doi.org/10.33052/inter.v5i8.241620.
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O artigo, apoiado numa pesquisa documental da legislação sobre políticas educacionais e curriculares e de formação inicial de professores em Moçambique, discute os papéis e responsabilidades docentes à luz dessas políticas estabelecendo uma ponte com o que o currículo do ensino primário perspetiva. Sustentamos que a complexidade que atravessa o exercício da profissão docente, associada à responsabilidade da educação contribuir para o desenvolvimento positivo da sociedade, exigem do professor primário a capacidade de saber adaptar-se e lidar com os aspetos da recontextualização curricular (BERNSTEIN, 1993; LEITE; FERNANDES; FIGUEIREDO, 2018, 2019) e de reconfiguração do currículo (ALMEIDA; LEITE; SANTIAGO, 2013). A análise do discurso veiculado pelas políticas educacionais e curriculares aponta para a redefinição dos papéis dos professores e das responsabilidades a assumir, sobretudo, na forma de concretizar a educação. Papéis dos professores. Responsabilidade docente. Políticas de educação. Formação de professores primários. Moçambique. New roles and teacher responsibility by education policies and primary teachers education in Mozambique ABSTRACT The article, supported by documentary research focused on legislation about educational and curricular policies and initial teacher education in Mozambique, discusses the teacher’s roles and their responsibilities related with these policies, establishing a bridge with the primary school curriculum perspectives. It is argued that the complexity of the teaching profession, associated with the education responsibility to contribute to a positive society development, requires the primary teachers to be able to adapt and deal with the curricular recontextualization (BERNSTEIN, 1993; FERNANDES; FIGUEIREDO, 2018, 2019) and the curriculum reconfiguration (ALMEIDA; LEITE; SANTIAGO, 2013). The discourse analysis conveyed by the educational and curricular policies points to the redefinition of the teacher’s roles and the responsibilities that they need to assume, above all, in the way of carrying out the education. Teachers roles. Teaching responsibility. Educational policies. Teachers primary education. Mozambique.
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Goldman, Ellen F., and Matthew L. Mintz. "Using Concepts from Complexity Science to Accelerate Curricular Revision." Innovative Higher Education 42, no. 5-6 (March 15, 2017): 437–49. http://dx.doi.org/10.1007/s10755-017-9396-9.
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Brdnik Juhart, Petra, and Barbara Sicherl Kafol. "Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence." Center for Educational Policy Studies Journal 11, no. 3 (September 28, 2021): 97–118. http://dx.doi.org/10.26529/cepsj.1092.
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Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.
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Josephsen, Jayne. "Critically Reflexive Theory: A Proposal for Nursing Education." Advances in Nursing 2014 (July 24, 2014): 1–7. http://dx.doi.org/10.1155/2014/594360.
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Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.
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McKenzie, Thomas L., James F. Sallis, Paul Rosengard, and Kymm Ballard. "The SPARK Programs: A Public Health Model of Physical Education Research and Dissemination." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 381–89. http://dx.doi.org/10.1123/jtpe.2016-0100.
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SPARK [Sports, Play, and Active Recreation for Kids], in its current form, is a brand that represents a collection of exemplary, research-based, physical education and physical activity programs that emphasize a highly active curriculum, on-site staff development, and follow-up support. Given its complexity (e.g., multiple school levels, inclusion of both physical education and self-management curricula), SPARK features both diverse instructional and diverse curricular models. SPARK programs were initially funded by the NIH as two separate elementary and middle school intervention studies, and the curriculum and instructional models used in them embody the HOPE (Health Optimizing Physical Education) model. This paper reviews background information and studies from both the initial grants (1989–2000) and the dissemination (1994-present) phases of SPARK, identifies program evolution, and describes dissemination efforts and outcomes. Procedures used in SPARK may serve as models for others interested in researching and disseminating evidence-based physical education and physical activity programs.
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Videla, Carmen Burgos, Juana Pizarro Toro, Maria Teresa Fajardo, and Javiera Martinez Diaz. "Didactic Operation." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 6 (December 6, 2019): 102–19. http://dx.doi.org/10.18844/prosoc.v6i6.4472.
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The case study of the Elementary Education Pedagogy program, practical axis of the University of Atacama, Copiapó, Chile (UDA), sought to generate the theoretical-methodological category Didactic Operation, as a possibility of improvement in the processes given in the practical-procedural dimension of the curriculum. The subjects of the research were seven academics related to professional training processes. The assumption that was handled is that only the curricular problem of the practical-procedural dimension of the curriculum can be approached in its complexity with analytical devices that provide the curricular adaptations of conceptual-theoretical support possible to be mediated by the subject and implemented in the classroom. With this, the presentation is organized in three moments. In the first moment, the context of the program is described, then the category Creative Action in triangulation is alluded to with the information collected from group discussion interviews. It concludes with the field of Didactic Operation.
Keywords: creative action, didactic operation, professional practice, didactics.
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Bordoni, Noemí, Angela Argentieri, and Aldo Squassi. "Comprehensive clinics. A comparative study among Dental Schools in Argentina." Acta Odontológica Latinoamericana 33, no. 3 (December 2020): 187–94. http://dx.doi.org/10.54589/aol.33/3/187.
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In this study, comprehensive clinics (CC) are interpreted as a pragmatic projection of the complexity of health. The aim of the study was to analyze the characteristics of the CCs at different schools of dentistry in Argentina. Data were collected from document analysis and interviews with key respondents at 8 universities, classified according to the criteria of Bray and Thomas. Interviews were developed and analyzed according to discourse analysis. The convergences and divergences among curricula were established and analyzed statistically. Triangulation of results showed that: (a) Most curricula (7/8) included subjects called CC; (b) the permanence of CCs in the curricula was not stable, with changes recorded in different periods; and (c) in the so-called CCs, the complex clinical approach showed frequent displacements based on teacher values or competence. It was concluded that there are divergences between theory and practice, and that it would be recommendable to have more rigorous curricular design taking into account current trends regarding the complexity of health and its transfer to educational management.
Dissertations / Theses on the topic "Curricular Complexity"
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Gilabert, Guerrero Roger. "Task Complexity and L2 Narrative Oral Production." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/1662.
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This study explores the impact of manipulating Task Complexity simultaneously along both pre-task planning time and the degree of displaced, past time reference on L2 narrative oral production. By drawing on consolidated psycholinguistic models of language production, the study first explores the similarities and differences between L1 and L2 oral production and examines how language processing for comprehension, production, and learning are mediated by the cognitive processes of attention and memory. Secondly, a definition of task is provided, and the concept of Task Complexity is presented and developed as born from a need to design and sequence tasks in a syllabus in a principled way. Thirdly, a review of options in syllabus design as a consequence of different conceptions about language teaching and learning is provided. The main characteristics of a number of synthetic and analytic syllabi are considered, and this is followed by a review of research into task features. In the fourth place, the specific literature related to planning time and the degree of displaced, past time reference is reviewed, and the questions and four hypotheses of the experiment advanced. The first hypothesis states that providing pre-task planning time will positively affect learners' fluency and structural complexity with no impact on lexical complexity or accuracy. The second hypothesis predicts that increasing Task Complexity along the +/- Here-and-Now variable will have positive consequences for learners' complexity and accuracy but will have detrimental effects on fluency. The third hypothesis foresees a greater impact of planning time in more complex There-and-Then versions of tasks. Finally, the fourth hypothesis predicts that the effects of increasing Task Complexity along the +/- Here-and-Now variable will be enhanced under planned conditions. From a methodological point of view, a repeated measures design is used to obtain production data from 48 subjects with a lower-intermediate level of English, and four levels of Task Complexity which combine the two variables are established. Each learner narrates each of 4 comic strips under a different condition, the sequence of which is controlled by means of a Latin square design. Measures include unpruned Speech Rate A and pruned Speech Rate B for fluency; the percentage of lexical words, the ratio of lexical to function words, and the Guiraud's Index of lexical richness for lexical complexity; the number of S-nodes per T-unit for structural complexity; and the percentage of error-free T-units, the target-like use of articles, the percentage of self-initiated self-repairs, and the ratio of repaired to unrepaired errors for accuracy. Finally, learners' perception of Task Complexity is also analyzed by means of an affective variables questionnaire, in which they are asked about their perception of difficulty, stress, confidence, interest, and motivation. The questionnaire is validated by means of protocol analysis. Results of repeated measures ANOVAs show that planning time generates higher fluency and lexical complexity with no effects for structural complexity or accuracy. Increasing complexity along the +/- Here-and-Now variable has positive effects on accuracy with no significant differences for lexical or structural complexity, and with detrimental effects for fluency. No significant differences are found between the impact of planning time of simple Here-and-Now and complex There-and-Then versions of tasks. The effects of increasing complexity along the There-and-Then variable are enhanced by planning time without reaching statistical significance. Further results show that more complex tasks are perceived as more difficult, stressful, and generate lower levels of confidence without detrimental effects on the perception of interest or motivation. Results are discussed in the light of L1 and L2 production theories as well as competing theories of attention allocation policies during task performance. It is argued that the dimensions of accuracy and complexity can be attended to by learners as long as tasks are kept simple along resource-dispersing dimensions (i.e. planning time) and complex along resource-directing dimensions (i.e. +/- here-and-now). It is finally argued that Task Complexity is an important construct for task design and task sequencing which can be manipulated to obtain specific effects on L2 production and, potentially, learning.KEYWORDS: Cognitive complexity, Tasks, Syllabus design, Oral production, Narrative, SLA
Aquest treball investiga l'impacte de la manipulació simultània del temps de planificació i el grau de desplaçament en el temps i l'espai sobre la producció narrativa oral en l'L2. En primer lloc, i basant-se en models psicolingüístics consolidats de producció oral, el treball examina les similituds i les diferències entre la producció oral en l'L1 i en l'L2, i analitza com els processos d'atenció i memòria condicionen el processament per a la comprensió, la producció i l'aprenentatge del llenguatge. En segon lloc, es defineix el concepte de tasca i es desenvolupa el concepte de complexitat cognitiva, el qual sorgeix de la necessitat de dissenyar tasques i organitzar-les en un programa de manera raonada. En tercer lloc, es fa una revisió de les opcions de disseny de programes d'ensenyament de llengua que emanen de diferents concepcions sobre l'ensenyament i l'aprenentatge. Es consideren les principals característiques d'una sèrie de programes sintètics i analítics, i es fa una revisió de les investigacions referides a diferents trets de les tasques. En quart lloc, es presenten el estudis que es refereixen específicament a les variables de planificació i +/- aquí-i-ara, i s'avancen les preguntes i les quatre hipòtesis d'aquest estudi. La primera hipòtesi afirma que proporcionar temps de planificació afectarà positivament la fluïdesa i la complexitat estructural de la producció dels parlants, sense tenir cap impacte significatiu sobre la seva complexitat lèxica ni la seva correcció. La segona hipòtesi planteja que augmentar la complexitat cognitiva de la tasca forçant la narració en l'allà-i-llavors tindrà conseqüències positives per a la complexitat i la correcció, però negatives per a la fluïdesa. La tercera hipòtesi preveu un impacte més gran del temps de planificació sobre la producció en les tasques cognitivament més complexes. La quarta hipòtesi suggereix que l'impacte de l'augment de la complexitat cognitiva sobre la producció serà més gran quan hi ha hagut temps de planificació. Metodològicament, s'utilitza un disseny de mesures repetides per a l'obtenció de les narratives orals de 48 subjectes d'un nivell d'anglès intermig-baix, i s'estableixen 4 nivells de complexitat cognitiva que combinen les dues variables. Cada estudiant narra cada història sota cadascuna de les condicions, les quals es presenten en seqüències diferents mitjançant un disseny de quadres llatins. Les mesures inclouen: per a la fluïdesa, el nombre de síl·labes per minut de la transcripció exacta i el nombre de síl.labes per minut de la transcripció depurada; per a la complexitat lèxica, el percentatge de mots lèxics, la ratio de mots lèxics respecte dels funcionals i l'índex de Guiraud de riquesa lèxica; per a la complexitat estructural, el nombre de nodes verbals per cada unitat T; i per a la correcció, el percentatge d'unitats T sense errors, l'ús a nivell nadiu dels articles, el percentatge d'autocorreccions i la ratio d'errors corregits respecte dels no corregits. La percepció subjectiva dels estudiants respecte de la complexitat cognitiva de les tasques es mesura amb un qüestionari de variables afectives, el qual demana als estudiants per la seva percepció de la dificultat, l'estrès, la confiança, l'interès i la motivació respecte de cada tasca. El qüestionari es valida mitjançant una anàlisi de protocol que investiga la interpretació de les variables afectives per part dels estudiants. Els resultats dels tests ANOVA de mesures repetides demostren que proporcionar temps de planificació té un impacte positiu sobre la fluïdesa i la complexitat lèxica de la producció dels parlants de l'L2. L'augment de la complexitat cognitiva respecte de la variable +/- aquí-i-ara té efectes positius sobre la correcció lingüística sense produir efectes significatius per a la complexitat estructural ni lèxica, i amb efectes negatius per a la fluïdesa. No es troben diferències significatives de l'efecte de la planificació entre tasques simple en l'aquí-i-ara, i les complexes en l'allà-i-llavors. Els efectes de l'augment de la complexitat cognitiva amb la variable +/- aquí-i-ara s'incrementen sota condicions de planificació sense arribar a nivells significatius. Resultats addicionals demostren que les tasques més complexes cognitivament es perceben com a més difícils, estressants, i generen nivells més baixos de confiança sense afectar la percepció del seu interès o la seva motivació. Els resultats s'expliquen a la llum de teories de producció del llenguatge en l'L1 i l'L2, així com en funció de teories que difereixen en la concepció de com l'atenció funciona durant la producció. S'argumenta que les dimensions de complexitat lingüística i correcció poden ser ateses simultàniament sempre i quan les tasques siguin simples pel que fa a la planificació i complexes pel que fa a complexitat cognitiva (és a dir, en l'allà-i-llavors). Finalment, es defensa que la complexitat cognitiva de les tasques és un constructe empíricament testable i útil per al disseny i la seqüenciació de les tasques en un programa d'ensenyament. La complexitat cognitiva de les tasques pot ser manipulada per tal d'obtenir efectes específics per a la producció i, potencialment, per a l'aprenentatge.
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Risdon, Cathy. "Curricular processes as practice : the emergence of excellence in a medical school." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/1837.
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This thesis deals with two related questions. The first relates to a critical inquiry into the processes of curriculum creation and formation within a medical school which has undergone a significant curriculum revision. I explore the notion that such processes can be understood as a form of practice in which the relationship between content and process is held together by what is explored in the thesis as an indivisible, paradoxical tension. Exploring curriculum as a kind of process is a novel approach in a school steeped in the traditions of the natural sciences. The common metaphors for curriculum in this setting refer to blueprints, models, behavioural competencies and objective standards. These are all founded on the belief in an objective observer who can maintain some form of distance between themselves and the subject in question. Issues of method are, therefore, central to my explorations of how we might, instead, locate curriculum in social processes and acts of evaluation involving power relations, conflict and the continuous negotiation of how it is we work together. The paradox of process and content in this way of understanding is that participants in curricular practice are simultaneously forming and being formed by their participation. In this way of thinking, it makes no sense to say one can either “step back” to “reflect” on their participation or that there is a way to approach participation “objectively.” The other question I address in this thesis has to do with the emergence of excellence. By emergence, I refer to thinking in the complexity sciences which attempts to explain phenomena which have a coherence which cannot be planned for or known in advance. “Excellence” is a kind of idealization which has no meaning until it is taken up and “functionalized” within specific settings and situations. In the setting of participating in curriculum formation, excellence may be understood as one possible outcome of persisting engagement and continuous inquiry which itself influences the ongoing conversation of how excellence is recognized and understood. In other words, excellence emerges in social processes as a theme simultaneously shaping and being shaped by curricular practice. This research was initiated as a result of a mandate to establish a program which could demonstrate excellence in the area of relationships in health care. The magnitude of this mandate felt overwhelming at the time and raised a lot of anxiety. I found that the traditional thinking regarding participation in organizational change processes (which, within my setting, could be understood as “set your goal and work backwards”) did not satisfactorily account for the uncertainties and surprises of working with colleagues to create something new. The method of inquiry can be read as another example of a process / content paradox through which my findings regarding curriculum and excellence emerged. This method involved taking narratives from my experience as an educator and clinician and a participant in varied forms of curricular processes and inquiring into them further by both locating them within relevant discourses from sociology, medical education and organizational studies and also sharing them with peers in my doctoral program as well as colleagues from my local setting. This method led to an inquiry and series of findings which was substantively different from my starting point. This movement in thinking offers another demonstration of an emergent methodology in which original findings are “discovered” through the course of inquiry. These findings continue to affect my practice and my approach to inquiry within the setting of medical education. The original contributions to thinking in medical education occur in several ways. One is in the demonstration of a research method which takes my own original experience seriously and seeks to challenge taken for granted assumptions about a separation of process and content, instead exploring the implications of understanding these in a relation of paradox. By locating my work within social processes of engagement and recognition, I explore the possibility that excellence can also be understood as an emergent property of interaction which is under continuous negotiation which itself forms the basis for further recognition and exploration of “excellence.” The social processes which shape and are shaped by “excellence” are fundamental to the practice of curriculum itself. Both curricula and “excellence” emerge within the interactions of people with a stake in the desired outcomes as the product of continued involvement and consideration of ongoing experience. Finally, a process view of medical education is presented as a contribution to understanding the work of training physicians who are comfortable with the uncertainties and contingencies involved in the humane care of their patients.
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Gual, Oliva Marta. "El pensament sistèmic com una aportació des de la complexitat per avançar en l’ambientalització curricular. El cas d'una proposta educativa per a treballar els vectors ambientals a l'educació secundària." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/293909.
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Aquesta investigació se situa en el marc dels processos d’ambientalització curricular dels programes educatius entesos com processos de canvi de les representacions sobre les causes, efectes i solucions dels fenòmens i per tant de canvis en els models interpretatius de l’alumnat, concretament es presenta el pensament sistèmic com una aportació a aquest procés des dels principis de la complexitat. Per això la recerca es pregunta quines són les estratègies didàctiques orientadores del disseny d’activitats educatives que incorporin la perspectiva sistèmica contribuint al procés d’ambientalització curricular. Per tal d’assolir aquesta finalitat es dissenya i s’aplica un instrument d’anàlisi del pensament sistèmic que permet identificar i caracteritzar els patrons de pensament sistèmic expressats per l’alumnat.
La recerca, de caràcter qualitatiu, se situa en el paradigma interpretatiu i es concreta en un estudi de cas avaluatiu instrumental, ja que pretén comprendre i descriure amb detall l’ús del pensament sistèmic a l’hora d’explicar els fenòmens socioambientals. El cas d’estudi es defineix com la interacció entre un material didàctic sobre qualitat ambiental municipal i dos grups de treball d’alumnat de secundària d’un municipi de la comarca del Vallès Occidental. Les estratègies de recollida de la informació són l’aplicació del material didàctic i la realització d’una entrevista als dos grups, a partir de les quals s’obtenen les produccions escrites de l’alumnat i l’enregistrament sonor de les entrevistes, conformant la mostra de la recerca. Mitjançant la tècnica de l’anàlisi del contingut utilitzant el programari Atlas.ti, la mostra s’analitza aplicant l’instrument d’anàlisi, que consisteix en les cinc dimensions que caracteritzen el pensament sistèmic (Nivell Escalar, Obertura del Sistema, Patró d’Interacció, Flux d’Agent i Probabilitat) estructurades formant un interval de categories de menor a major gradient de complexitat.
Els resultats permeten definir les característiques que ha de reunir un instrument capaç d’identificar i caracteritzar els patrons de pensament sistèmic expressats per l’alumnat en el marc d’aplicació d’una unitat didàctica sobre fenòmens socioambientals. Aquest es constitueix des del principi sistèmic establint una relació escalar entre les dimensions i les categories que el formen. En referència als patrons de pensament sistèmic expressats per l’alumnat s’evidencia l’existència de patrons lligats a les dimensions i en concret es destaca la significativitat de les dimensions referents als nivells escalars en els quals es poden produir interaccions en el context dels fenòmens socioambientals i a la relació entre els límits d’un sistema i el seu entorn. En referència als patrons de pensament sistèmic expressats per l’alumnat i el material didàctic els resultats evidencien l’existència de patrons lligats a la tipologia d’activitats i en concret es destaca la significativitat de les activitats d’exploració i d’aplicació com afavoridores de l’ús dels components del pensament sistèmic més complexos en les explicacions de l’alumnat.
El disseny i l’aplicació d’un material didàctic sobre fenòmens socioambientals des de la perspectiva del pensament sistèmic ha afavorit la integració d’aspectes del pensament complex en els models interpretatius de l’alumnat contribuint als processos d’ambientalització curricular. La recerca elabora una proposta per orientar el disseny d’estratègies didàctiques afavoridores del pensament sistèmic en el marc de l’ambientalització curricular: les activitats han d’estar específicament dissenyades per a aquest propòsit, han de partir de fenòmens reals i propers a l’alumnat, han de permetre la relació entre el coneixement i l’acció, i l’expressió mitjançant diversos llenguatges, per això la combinació de diferents tipologies d’activitats es mostra com la més afavoridora per a desenvolupar l’ús del pensament sistèmic. D’altra banda es posa de manifest la necessitat de seguir investigant en estratègies didàctiques que permetin desenvolupar el pensament emergent i la incorporació de la incertesa a l’hora de plantejar accions en el medi i els seus efectes a llarg termini.This investigation is set in the context of the processes of curriculum greening understood as processes of change in the representations about the causes, effects and solutions of the world phenomena and therefore it implies changes in the interpretative models of the students. System thinking is presented as a contribution to this process from the view of complexity. The research questions what are the teaching strategies that can guide the design of educational activities that incorporate system thinking abilities contributing to the process of curriculum greening. To achieve this purpose an analysis tool is designed and applied to identify and characterize the patterns in terms of system thinking expressed by students. The research, from a qualitative nature, is set in the interpretative paradigm, specifically corresponds to an instrumental evaluative case study that has the aim to understand and describe in detail the use of system thinking skills in explaining socio-environmental phenomena. The case study is defined as the interaction between a teaching sequence about environmental quality and two working groups of high school students from a town in Vallès Occidental. Data was collected by applying the teaching sequence and conducting an interview to the two groups. The research sample consists in the students' written work and the audio recording of the interviews. Using the technique of content analysis and the software Atlas.ti, the sample is analysed using the designed analysis tool, which consists of the five dimensions that characterize the System Thinking (Scalar Level, System Opening, Interaction Pattern, Flow Agent and Probability) forming a structured range of categories from low to high complexity gradient. The results allow defining the characteristics that a tool to identify and characterize the system thinking patterns expressed by students in relation to the application of a teaching unit on socio-environmental phenomena must have. This becomes in constituting it from the systemic principle establishing a scalar relationship between the dimensions and categories that constitute it. With reference to system thinking patterns expressed by the students it is demonstrated the existence of patterns linked to specific dimensions and the results highlight the significance of the dimensions relating to scalar levels and the limits and the relationship between a system and its environment. With reference to system thinking patterns expressed by the students and the teaching sequence the results demonstrate the existence of patterns linked to specific types of activities and it is highlighted the significance of the activities of exploration and application as favourable to the use of the more complex components of the systems thinking in students' explanations. The design and application of a teaching sequence on social and environmental phenomena from the perspective of systems thinking has led to the integration of some complex components into the students’ interpretative models contributing to the processes of curriculum greening. The research develops a proposal to guide the design of teaching strategies promoting system thinking in the context of curriculum greening: activities should be specifically designed for this purpose and must be based on real and close situations, they should allow the relationship between knowledge and action and the expression through different languages, so the combination of different types of activities becomes the most flattering to develop the use of system thinking skills. Furthermore it is highlighted the need for further research on teaching strategies for developing emergence and incorporating uncertainty when considering actions on the environment and its long term effects.
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Souza, Marcos Lopes de. "Atividade curricular de integração entre ensino, pesquisa e extensão (ACIEPE) : anseios, conjunturas e contornos de inovações curriculares em movimento." Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/2191.
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Previous issue date: 2007-05-28This research describes and discusses about the conjuncture and the movements of the program so-called as Curricular Integration Activity between Teaching, Research and Outreach (ACIEPE) since its implantation in Sao Carlos Federal University from year 2002 up to 2006, analyzing in a focused way one of its proposals. During the investigation the information have been acquired by interviews with the Program s idealizers and executers, also by the Program s (ACIEPE) documents, questionnaires applied to the coordinators of the program proposals, the registries of one of the program s proposal meetings and by interviews realized with the participants of this experience. The ACIEPE Program had been created during a period in which UFSCar was trying to consolidate itself as a University based on the concepts of democratic participation, academic competence and Social commitment, a perspective that contested the neoliberal politics, which, has occupied a large area into University space. The implantation of the program occurred within a period in which UFSCar s graduation courses were passing through a curriculum reformulation process that began since the establishment of Brazilian Universities Institutional Valuation Program (PAIUB). Initially, the ACIEPE was incorporated to the courses s curriculum as an elective discipline, lately, within the curricular flexibilization, it happened to be a complementary curricular activity. Within the period comprehended between the years 2002-2006, 49 different proposals were done, some of them were re-offered, and now 107 classes can be counted in. New projects of ACIEPEs have been offered each semester (at least five), at the same time, new professors have adhered to different proposals of ACIEPEs demonstrating that the program have been recognized as an opportunity for curricular innovation. Because of the thematics that were chosen, the outreach guidelines, the external public and the methodological approaches, the ACIEPEs presented different faces, which made it different from traditional academic spaces. The proposals of ACIEPEs were consolidated as educative spaces; constituted especially by multidisciplinary teams, which involved learning and professors from distinct majors. In those spaces the formation offered to the graduation students could embrace things beyond the society of the knowledge, involving aspects like citizenship, social equality, environment sustainability, social cooperation, Human values and etc., increasing the student s knowledge experiences, which includes the interaction with different social groups. The practice of the inseparability between teaching, research and outreach at ACIEPEs occurred in a diffuse and incipient manner, overall, when it comes to the interlocution between university and External community. Focusing on one of the experiences of the ACIEPE program entitled as The comprehension about biological knowledge essence and its relationship with Science and biology on Basic Education it could have been evidenced that the ACIEPEs program s intentions were approximately reached, especially the ones related to the construction of a space that could give to the graduation students also professional education and citizenship, even, establishing a strong link between University and several social segments. At the same time, this ACIEPE, basing on its specific objectives and on the perspective of complexity, can be denominated, besides its own limitations, as a curricular innovation, based on the construction of dialogue spaces among the disciplines, whereas it made possible to the participants, especially, the biology teachers and the undergraduate level students of biological sciences course, to find a new significance for the nature of biological knowledge trough the articulation with Philosophy and sociology.
Esta pesquisa descreve e discute a conjuntura, os desenhos e os movimentos do Programa Atividade Curricular de Integração entre Ensino, Pesquisa e Extensão (ACIEPE) desde sua implantação, na Universidade Federal de São Carlos, no ano de 2002 até 2006, e analisa, de forma mais focalizada, uma de suas propostas. No percurso da investigação buscaram-se informações por meio de entrevistas com as pessoas idealizadoras e executoras do Programa; em documentos sobre o Programa ACIEPE; em questionários aplicados às(aos) coordenadoras(es) das propostas de ACIEPEs; em registros dos encontros de uma das propostas/experiências do Programa e em entrevistas realizadas com as pessoas participantes desta experiência. O Programa ACIEPE é engendrado num contexto em que a UFSCar procura se consolidar como uma universidade pautada na participação democrática, na competência acadêmica e no compromisso social; perspectiva essa que procura contestar as políticas neoliberais que vêm adentrando no espaço universitário. A implantação do Programa ocorre num momento em que os cursos de graduação da UFSCar estão em processo de reformulação curricular iniciado desde o Programa de Avaliação Institucional das Universidades Brasileiras (PAIUB). Inicialmente, a ACIEPE é incorporada aos currículos dos diferentes cursos enquanto disciplina eletiva, posteriormente, com a flexibilização curricular e, em virtude do próprio formato que ela vai tomando, passa a ser uma atividade curricular complementar. No período de 2002-2006 realizou-se 49 propostas diferentes de ACIEPEs e com a reoferta de algumas delas, se chega a 107 turmas. Novos projetos de ACIEPEs têm sido oferecidos a cada semestre (em média, cinco), ao mesmo tempo, novos(as) professores(as) vêm aderindo às diferentes propostas de ACIEPEs, demonstrando que a comunidade universitária tem reconhecido o Programa como espaço de inovação curricular. As ACIEPEs realizadas apresentaram uma diversidade de desenhos no que diz respeito às temáticas escolhidas; às linhas de extensão; ao público externo e às abordagens metodológicas, se diferenciando dos espaços acadêmicos tradicionais. As propostas de ACIEPEs se consolidaram como espaços educativos constituídos, em especial, por equipes multidisciplinares (envolvendo discentes e docentes de diversas áreas) visando a formação dos(as) graduandos(as) para além da sociedade do conhecimento, ao trabalhar com cidadania, eqüidade social, sustentabilidade ambiental, cooperação social, valores humanos etc. Ao mesmo tempo, ampliaram as vivências de aprendizagem dos(as) alunos(as), sobretudo no que se refere à interação com diferentes grupos sociais. A prática do princípio da indissociabilidade entre ensino, pesquisa e extensão nas ACIEPEs ocorreu de maneira difusa e ainda incipiente, sobretudo, no que se refere à interlocução entre a universidade e a comunidade externa. Focalizando uma das experiências do Programa ACIEPE intitulada A compreensão sobre a natureza do conhecimento biológico e sua relação com as aulas de Ciências e Biologia na Educação Básica , constatou-se que a mesma se aproximou das intenções projetadas pelo Programa ACIEPE, em especial, em relação à construção de um espaço de formação profissional e cidadã para os(as) graduandos(as) e o estabelecimento de um elo permanente entre a universidade e os diversos segmentos sociais. Ao mesmo tempo, pautando-se nos seus objetivos específicos e na perspectiva da Complexidade, esta ACIEPE se constituiu, apesar de algumas limitações, como uma inovação curricular pautada na construção de um espaço de diálogo disciplinar, na medida em que possibilitou aos(às) participantes, especialmente, às professoras de Biologia e aos licenciandos(as) do curso de Ciências Biológicas resignificarem a natureza do conhecimento biológico por intermédio da articulação com a Filosofia e a Sociologia.
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Osberg, Deborah Carol. "Curriculum, complexity and representation : rethinking the epistemology of schooling through complexity theory." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417476.
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Mutch, Carol Anne, and n/a. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040514.104836.
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In the 1990s, New Zealand's curriculum for the compulsory schooling sector was to undergo complete revision following the administrative reforms of the 1980s. The development of each new curriculum document followed a business model in which the Ministry of Education put the development process out for competitive tender. The successful bidders were to complete their tasks to strict Ministry guidelines and under the scrutiny of the Ministry's Curriculum Review Committee and the Minister's Policy Advisory Group. After the completion of a draft version, public consultation and school trials, a final curriculum document would be prepared and mandated as the legal curriculum requirements for New Zealand government-funded schools. The process that the fifth document, Social Studies in the New Zealand Curriculum, was to undergo proved to be elongated and controversial. As such, it provides a case study through which to examine, critique and theorise the nature of curriculum construction at a macro-level, in this case, at a national level. This study of the development of Social Studies in the New Zealand Curriculum illuminates three broad themes in curriculum construction - context, complexity and contestation. These themes arise from the literature and are reinforced by the study's findings. The study set out to: provide detailed description and analysis of an example of curriculum construction; use the selected case study to demonstrate the importance of the broader contexts within which curriculum construction occurs; problematise the notion of curriculum construction by highlighting the complexities in and around the process; articulate the contested nature of selecting and presenting curriculum contents; and provide insights into the personal and affective side of involvement in a macrolevel curriculum construction process. There are three main sources of data - the process itself, the products (three versions of Social Studies in the New Zealand Curriculum) and the people involved. A range of data gathering methods is used from primarily historical and ethnographic research within a qualitative framework. The main data gathering tools are archival research, document analysis and open-ended interviewing. As the data are mainly textual--either as original documents or created texts, as in interview transcripts-analytic strategies include content, thematic, semiotic and discourse analysis. Social constructionism (Burr, 1995) provides a unifying theoretical approach to frame the research design and analysis. In this dissertation, the background to the study, the findings and the discussion are interwoven and presented through three story strands - institutional, contextual and personal. The institutional strand aims to tell "what happened". The contextual strand aims to explain "why things happened as they did", "in what circumstances" and "why this might be important". The personal strand aims to give more prominence to the role of individuals in such a process, that is, "who was involved, how did individuals impact upon curriculum construction and how did the process impact upon them?" The layout of the dissertation also highlights the interwoven and complex nature of the ideas being explored. It is necessary to push the boundaries of a more traditional format to keep the notions of complexity and contestation to the fore. This manifests itself in the way that the chapter headings are based around the three story strands, the literature is integrated throughout the study and multi-layered stories and multiple interpretations are given. Within this framework, the usual features of a conventional research report - background, context, literature, theoretical underpinnings, methodological choices, findings and discussion - are still to be found but some liberty is taken to "open up the complications that [would] have been smoothed over" (Stronach & MacLure, 1997, p. 5) in more traditional dissertations. The findings are analysed and presented in a variety of ways - as a chronology and a set of critical incidents to outline the process, as textual and visual analysis to examine the products, and through personal stories to illuminate the experiences of the people involved. Theorising from the data is problematised by using a range of theoretical explanations before proffering a synthesised model of curriculum construction as a multidimensional process. The findings from this study form two clusters - those that relate to the specific case study (the development of Social Studies in the New Zealand Curriculum) and those that provide deeper understanding of the broader nature of curriculum construction. The two sets of findings also demonstrate the interrelated nature of the three data sources - the process, the products and the people. In relation to the specific case study, there is clear evidence of the acceptance of social studies as a curriculum area in New Zealand with its own identity and integrity. The study also documents the historical development of social studies as a curriculum area and provides a detailed account of the contested nature of the development of the current social studies curriculum statement Social Studies in the New Zealand Curriculum. The other finding, relating specifically to the New Zealand context but which should give heart to practitioners everywhere, is the resilience of committed educators when faced with opposing ideological forces determined to undermine their position. This is exemplified in this case study by the social studies community's ability to reclaim control over the contents of the curriculum despite strong opposition from the Business Roundtable and other neo-liberal and neo-conservative forces. What is also revealed is that in order to achieve an acceptable outcome, a curriculum construction process needs both consultation and critique. Social Studies in the New Zealand Curriculum is all the stronger as a product because of the depth of the surrounding debate and this, in turn, strengthened the credibility of both the curriculum area and its supporters. The findings that relate to broader notions of curriculum construction either confirm key themes from the literature, expand upon some that are less explicit or offer new insights. The three touchstones of this study - context, complexity and contestation - were constantly reinforced through the gathering and analysis of the data, and confirmed by the findings. That curriculum construction is subject to a range of contextual factors - historical, social, cultural, political, economic and/or educational; that the process is complex and multi-layered; that the process is highly political and contested; and that the process and products are influenced by powerful individuals and groups both inside and outside the process, are all strongly confirmed by, and even consolidated in, this study. Notions alluded to in the literature that find stronger expression in this study relate to the nature of contestation throughout the process of curriculum construction. A model using Bourdieu's notions of field, capital and habitus (after Bourdieu and Passeron, 1977) allows stronger articulation of features such as polarisation, factionalisation, the forging of alliances and the fluid status of participants. The data reveal the curriculum construction process in a constant state of flux and subject to much serendipity. The findings also strengthen the notion that the products of a curriculum construction process are not ends in themselves but reveal much about the nature of the contestation and, indeed, lay the groundwork for future contested interpretations. New insights that arise from this study include an articulation of the strategies, such as compromise, contingency and expediency, that participants use to achieve their ends. These are often at the expense of participants' underpinning principles or adherence to particular curriculum development models. Significant insights come from the in-depth investigation of the emotional side of curriculum construction. The data reveal that the struggle for control over curriculum contents is an emotionally-charged process; that participants in the process wrestle with the differences between their own personal platforms, their ideological influences, the groups they represent and the requirements of the task; that contestation occurs between those setting and those completing the task, especially in relationship to professional decision-making and intellectual ownership; and that no consideration is given to the emotional cost of involvement in such large-scale curriculum construction processes. In summary, context shapes the unique nature of curriculum construction processes and products. If an understanding of these factors is tempered with an awareness of the complex and multi-dimensional nature of curriculum construction this will strengthen the process and could lessen the negative effects of ideologically-motivated or emotionally-charged involvement in the process. Finally, as contestation in curriculum construction is unavoidable in such high-stakes processes, consultation and critique should be seen as opportunities (rather than threats), to enhance the credibility of the final product.
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Munir-McHill, Shaheen. "Evaluating Passage-Level Contributors to Text Complexity." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13422.
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The complexity of text has a number of implications for educators in the areas of instruction and assessment. Text complexity is particularly important in formative assessments, which utilize repeated, alternate, equivalent forms to capture student growth towards a general outcome. A key assumption of such tools is that alternate forms of the assessment are of equal complexity. Consequently, there is a need to better understand what variables contribute to text complexity and how they impact student performance. This study was designed to evaluate features of text that are not typically included in readability estimates but may contribute to the text complexity: text cohesion and genre.
Currently, text complexity of oral reading fluency measures is often quantified using readability estimates. It is hypothesized that a factor generally excluded from readability estimates, text cohesion&mdashthe extent to which the text functions as a cohesive, meaningful whole&mdashcontributes to text variability and variability in student performance. This research evaluated the role of a type of text cohesion (referential cohesion) in text complexity by manipulating the cohesion of passages otherwise assumed to be of equal difficulty. Genre was also considered, as research suggests that genre may impact complexity ratings of texts. Passages were strategically selecting to capture four conditions&mdash1) informational text/low cohesion, 2) informational text/high cohesion, 3) narrative text/low cohesion, and 4) narrative text/high cohesion. Data were collected on reading rate, accuracy, and passage-specific reading comprehension
Results were analyzed using two-way, univariate ANOVA with dependent observations.
Results indicate effects for each of the dependent variables included in the design. For rate and accuracy, results indicate significant interactions between genre and referential cohesion; scores were significantly higher for high cohesion narrative text than low cohesion narrative text and high cohesion informational text. There was a significant main effect of genre on comprehension, with students performing significantly better on the comprehension measure for narrative texts than informational texts. Altogether, these results indicate direct effects of genre and referential cohesion on student reading performance and provide evidence that text cohesion may be a meaningful component of text complexity.2015-10-10
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黎歐陽汝穎 and Auyeung Yu-wing Winnie Lai. "The Chinese language curriculum in the People's Republic of China from1978 to 1986: curriculum change, diversityand complexity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234215.
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Jennings, LaShay, and Laura Robertson. "Text Complexity and Forces and Motion in Middle School." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3458.
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Bowers, George Bret. "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814.
Full textBooks on the topic "Curricular Complexity"
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Complexity thinking in physical education: Reframing curriculum, pedagogy, and research. New York: Routledge, 2013.
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1948-, Trueit Donna, ed. Pragmatism, postmodernism, and complexity theory: The "fascinating imaginative realm" of William E. Doll, Jr. New York, NY: Routledge, 2012.
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Ruth, Kroll Linda, ed. Teaching as principled practice: Managing complexity for social justice. Thousand Oaks, Calif: Sage Publications, 2005.
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Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Prufrock Press, 2020.
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Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Taylor & Francis Group, 2021.
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Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Taylor & Francis Group, 2021.
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Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Prufrock Press, 2020.
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Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Taylor & Francis Group, 2021.
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(Editor), William E. Doll, M. Jayne Fleener (Editor), Donna Trueit (Editor), John St Julien (Editor), and John St Julien (Editor), eds. Chaos, Complexity, Curriculum, And Culture: A Conversation (Complicated Conversation: a Book Series of Curriculum Studies). Peter Lang Publishing, 2005.
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Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research. Taylor & Francis Group, 2014.
Find full textBook chapters on the topic "Curricular Complexity"
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Egéa, Denise. "“Wrestling” With Complexity." In Complexifying Curriculum Studies, 191–200. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315151212-26.
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Fazio, Xavier. "Systems, Complexity, and Curriculum." In Science Curriculum for the Anthropocene, Volume 1, 51–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14287-1_3.
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Pratt, Sarah Smitherman. "The Pedagogical Complexity of Story." In Complexifying Curriculum Studies, 128–34. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315151212-17.
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Kaplan, Sandra N. "Depth and Complexity." In Differentiated Curriculum and Instruction for Advanced and Gifted Learners, 28–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111443-2.
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Traynor, Michael. "Who wants a radical nursing curriculum?" In Complexity and Values in Nurse Education, 37–52. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003130321-3.
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Fazio, Xavier. "Rethinking Science Curriculum-Making Using Complexity and Systems Thinking." In Science Curriculum for the Anthropocene, Volume 1, 77–105. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14287-1_4.
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Herro, Danielle, and Cassie Quigley. "Investigating the Complexity of Developing STEAM Curricula for K-8 Students." In Converting STEM into STEAM Programs, 39–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25101-7_4.
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Eyitayo, Julius Ajayi. "Exploring the Nature, and Teachers’ Understanding, of the National Curriculum Statement (NCS, Grades R – 12): Navigating the Changing Landscape of Science Education Through the Curriculum Assessment and Policy Statement (CAPS) in Post-Apartheid South Africa." In Complexity and Simplicity in Science Education, 11–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79084-4_2.
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Remillard, Janine T., and Ok-Kyeong Kim. "Complexity of Curriculum Materials as Designed Artifacts: Implications and Future Directions." In Research in Mathematics Education, 259–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38588-0_9.
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Harris, Don, and Patrick A. Danaher. "Developing Dialogue between a School Subject Department Head and a University Education Researcher: Convergences and Divergences in Experiencing Educational Change and Complexity." In Curriculum, Schooling and Applied Research, 221–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48822-2_10.
Full textConference papers on the topic "Curricular Complexity"
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Ghalichi, Narmin Shahin, and Gillian Roehrig. "The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5489.
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The ongoing development of the high school ecology curricular unit presented in this proposal is a response to the new tide of educational reforms in the United States. This curricular unit represents an attempt to frame K-12 science curriculum around three dimensions: crosscutting concepts, disciplinary core ideas and scientific practices recently released in the report on a Framework for New K-12 Science Education (National Research Council, 2012). Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating deeper conceptual understanding. The development of this curricular unit takes place under the initiative of the National Science Foundation (NSF) funded project and explores the efficacy of the agriculture-related unit on students’ integrated vision of the human impact on natural systems. Research project seeks to recognize the characteristics that identify research-based curriculum (Clements, 2007). The interdisciplinary nature of this project has the potential to investigate how close adherence to features identifying research-based curriculum can support the development of coherent curricular unit mediating students’ integrated vision of environmental issues. Mediation results of this nature have larger implications on future efficacy studies of curriculum intervention.
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DeRocchis, Anthony M., Laura E. Boucheron, Mark Garcia, and Steven J. Stochaj. "Curricular Complexity of Student Schedules Compared to a Canonical Degree Roadmap." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637443.
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Flórez, Diego A. "Curricular Structure for a Mechanical Engineering Undergrad Program Based on Human Capabilities and Professional Competences." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88240.
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This paper addresses the curriculum change in the mechanical engineering (ME) undergraduate program at the Universidad Pontificia Bolivariana (UPB), located in Medellin, Colombia. The curriculum model of the UPB is based on develop of Human Capabilities and Professional Competences, through of learning and the achievement of outcome-related course learning objectives during the education process. The faculty of the ME department developed the Human Capabilities and Outcomes Map. This map shows the connection between general human capabilities that are strengthen through the ME program, the competences that are to be achieved, and the courses where the outcomes are developed in the curriculum. The courses organized in four technical areas: Design and Control, Materials and Manufacturing Processes, Energy and Thermofluids, and Management. The curricular design includes too the incorporation of four courses with integrator character. These courses are called Modules of Applied Engineering. In them, the student develops projects of engineering of low complexity; These projects involve the integration of topical courses in technical areas and the intentional development of human capacities and transversal competences. The faculty will assess the performance within a two-year period in order to quantify the impact of the curricular proposed.
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Masko, Amy. "Interdisciplinarity, Artistry, and Curricular Complexity: A Design and Evaluation Model Using Educational Criticism and Connoisseurship." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691236.
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Sherrett, Ben, and John Parmigiani. "The Development of a Framework for Investigating the Effectiveness of Capstone Course Curricular Changes." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48724.
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Capstone courses are an integral part of the educational experience in undergraduate engineering programs. However, such courses tend to be challenging in nature for course instructors as many of the features of the capstone course contrast starkly with typical courses in the engineering curriculum. As in any field, communication of effective strategies is crucial as the capstone course community seeks to better their practices. With this goal in mind, the question arises: How does one instructor convince her or his colleagues that a teaching practice implemented at the home university is (i) truly effective, and (ii) can be transferred to other universities with similar results? While effectiveness may be measured in other more traditional courses by simply looking at assignment and test grades, the complexity associated with the capstone course adds ambiguity and complex interrelations that require a more thoughtful and detailed inquiry. This work explains such a framework for evaluating the effectiveness of capstone course changes implemented over the past seven years at Oregon State University. The evaluation framework relies on results from faculty, sponsor, and student surveys as well as sponsor participation data, student work products, course evaluations, and student grades over the period of the past seven years. This work outlines the framework and discusses future plans of implementation of the research project.
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Kurtz da Silva, Fabiana Diniz, Anderson Amaral de Oliveira, and Josei Fernandes Pereira. "Cyberculture in Teacher Education: A Southern Brazilian Experience in Integrating Digital Culture Across and Beyond Curriculum." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.005.
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Abstract Complexity inherent to educational innovation must be aligned with structural changes on information and communication technologies (ICT) to accommodate intellectual and critical thinking development. Based on that scenario, the authors understand that not only ICT must be part of the educational sphere, but also the digital culture itself should be included in pedagogical concepts and practices. The teacher’s role and the ability to respond to unpredictable situations in everyday educational situations depend on ICT integration. This study proposes a two-pronged experience report to articulate how digital culture, or cyberculture, has been introduced and implemented throughout teacher education courses at a Brazilian university, as well as how education itself might be influenced by ICT in post- pandemic scenarios in Brazil. Two-decades of experiences reported from Letters and History undergraduate courses within UNIJUI, a southern-Brazilian university, evidence the importance of involving digital technologies in teaching and learning processes not only within one discipline but also across and beyond curriculum. The current work on Traças Digitais (Digital Bookworms) and App Go allows the authors access to updated information on Brazilian teaching teachers’ education context. Results suggest that teacher education requires knowledge built over time, new methodologies raised, and countless activities developed. Teacher education also requires a blend of human and technological education to comprehend the contemporary challenges. Curricular Hybricity, ICT uses, and multimodal learning are set ups for further studies and research. Keywords: cyberculture, teacher education, Brazil education, curriculum
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Varinlioglu, Guzden, Süheyla Müge Halici, and Sema Alacam. "Computational Thinking and the Architectural Curriculum - Simple to Complex or Complex to Simple?" In eCAADe 2016: Complexity & Simplicity. eCAADe, 2016. http://dx.doi.org/10.52842/conf.ecaade.2016.1.253.
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Gorobeț, Evelina. "Contextual-pandemic adaptation of pedagogical practice in the online environment. Modern guidelines in the professional training of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p203-209.
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The reflections of this article goal at the professionalization of the teaching career, which is one of the objectives aimed at the quality of education. The current socio-economic dynamics and complexity require continuous adaptability from teachers. They are put in the situation to periodically develop their professional skills, in order to meet both the the updated students’ educational needs, as well as the scientific innovations that result from the research in various fields. An interesting aspect is related to the needs and challenges of teachers in conditions of pandemic coronavirus (SARS CoV-2). The new conditions have imposed the transition of pedagogical practice in the online environment, an alternative adopted in many teacher training programs. As this decision was considered better than a temporary withdrawal from practice, students and their mentors had to adapt. For the future we have another certainty, that the pandemic will not stop very soon. Otherwise, the future is a matter of probability. The topicality of the topic researched in this article lists the professional training, taking into account the endowment of teachers with the necessary skills so that they feel comfortable in all situations that may arise during their teaching activities. Dynamism, flexibility, receptivity to the new and critical reflection on curricular requirements and methodological approach define the modern teaching profession.
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Mecca, S., and J. Thompson. "Complexity, challenge and creation in curriculum design." In INTERNET SOCIETY 2006. Southampton, UK: WIT Press, 2006. http://dx.doi.org/10.2495/is060011.
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Foster, Garrett, Micah Holland, Scott Ferguson, and William Deluca. "The Creation of Design Modules for Use in Engineering Design Education." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71181.
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Industry demands that graduating engineers possess the ability to solve complex problems requiring multidisciplinary approaches and systems-level thinking. Unfortunately, current curricula often focus on analytical approaches to problem solving. Further, adding courses focused solely on engineering design is often unachievable due to the large amount of material covered in today’s undergraduate engineering curricula. Combined, these prevent a comprehensive focus on engineering design education from being realized. To overcome these time and resource constraints, this paper proposes the use of computational modules within current courses. The investigators hypothesize that the modules would eliminate the repetitive analysis barrier in design problems, thus allowing for design-related experiences to be included earlier in the curricula as opposed to postponing it to a capstone experience. Four major hurdles that hinder successful integration of modules in current engineering courses are: a) engaging students such that they will want to use the modules; b) ensuring the modules are easy to use; c) reducing the complexity of deploying the modules into the classroom; and d) providing educational value. To address these issues, this paper treats the design of the modules as a product design problem. This paper presents the redesign process followed to improve two different design modules planned for implementation in the engineering curriculum at North Carolina State University. Additionally, this research indicates that using a formal redesign process enhances a module’s ability to overcome the hurdles listed above.
Reports on the topic "Curricular Complexity"
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.
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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.