Exploring the use of complexity theory and action research as frameworks for curriculum change.

Autor/inn/en	Wood, Phil; Butt, Graham
Titel	Exploring the use of complexity theory and action research as frameworks for curriculum change.
Quelle	In: Journal of curriculum studies, 46 (2014) 5, S. 676-696Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2014.921840
Schlagwörter	Emergenz; Projektforschung; Denken; Schulpädagogik; Curriculum; Wechsel; Komplexität
Abstract	This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a general certificate in secondary education course in geography. In this context, we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods. Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localized contexts.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2015/1