Students’ understanding of complex dynamic systems
Federica Raia 2005 Journal of Geoscience Education v53 n3 p297

Students’ approach to complex dynamic systems is studied utilizing six categories that identify and contrast a linear mono-causal approach versus a dynamic system approach to complexity. The six categories can be useful to analyze students’ discourse and/or writing to identify students approach to complexity.



Subject: Education
Resource Type: Pedagogic Resources:Research Results, Journal Article
Research on Learning: Geoscience Expertise:Complex Systems