Turtles, termites, and traffic jams: explorations in massively parallel microworlds
Turtles, termites, and traffic jams: explorations in massively parallel microworlds
User Modeling and User-Adapted Interaction
Sync: The Emerging Science of Spontaneous Order
Sync: The Emerging Science of Spontaneous Order
Complexity, robustness, and trade-offs in evaluating large scale STEM education programs
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
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As a core complex systems process, understanding the dynamics of individual or group adaptation can provide valuable information for constructing professional development strategies that can increase chances of instructional success. This paper reports on an exploratory study that identifies indicators of convergent vs. non-convergent adaptation between two cases of teachers working together on a technology-based curriculum construction activity and explores the relationship between group characteristics and adaptation processes. We have used the complex systems concept of adaptation as a lens for understanding how and why some teachers are better able to adapt to the educational program requirements. The results show that processes of convergence and nonconvergence influenced adaptive outcomes, and that the more similar the teaching characteristic index (TCI) number was between group members, the more likely it was that group dynamics would result in convergent adaptive outcomes.