Design and implementation of a learning environment for student complex thinking in economics and land use planning
PROCEEDINGS
Elizabeth Wellman, Bard College MAT, United States ; Stacia Snow, Kingston N.Y., High School, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Abstract This is a Design Based Research (DBR) effort focused on exploring the interaction between technology, pedagogy, content knowledge (TPCK) which informs the iterative instructional design supporting complex thinking in economics and land use planning for high school students. It was found that technology should be considered an equal participant with pedagogy and content knowledge. It was also found that TPCK is a complex relationship that can be depicted as a layered nested interaction. Students enthusiastically participated in using SimCity as a complex learning environment, engaging in complex thinking and decision-making. Two depictions of complex thinking are identified – nested and continuous adaptation. Finally, it was found that the DBR model was an appropriate model or framing complex thinking in designing instruction for complex thinking.
Citation
Wellman, E. & Snow, S. (2007). Design and implementation of a learning environment for student complex thinking in economics and land use planning. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2278-2283). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/primary/p/24929/.
Keywords
References
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