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The Proceedings of the Information Systems Education Conference 2002: §224d
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| | Paper (refereed) Leading Edge and Emerging Technologies
| | Recommended Citation: Stuessy, C L. Visualizing Complexity in Science Classroom Learning Environments. In The Proceedings of the Information Systems Education Conference 2002, v 19 (San Antonio): §224d. ISSN: 1542-7382.
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Visualizing Complexity in Science Classroom Learning Environments
Refereed
| | Carol L. Stuessy [a1] [a2]
Department of Teaching, Learning, and Culture
Texas A&M University [u1] [u2]
College Station, Texas, USA [c1] [c2]
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Theory supports the utility of multiple representations as enhancing flexible thought in complex domains, including science teaching, science learning, and scientific problem solving. The Multiple Representation Model (MRM), a theoretical model developed for this study, and the Science Classroom Observation Protocol (SCOPS), an instrument developed for use in teaching and research settings, are used to describe complex science learning environments in a number of contexts. Differences in the practices and patterns of science teachers and learners are discussed.
Keywords: classroom observation, science teaching and learning, urban education, educational research, supervision, problem solving, modeling, multiple representations, SCOPS
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