Cultivating Tipping Points: Network Science in Teaching
Current education systems continue to be based predominantly on reductionist mindsets in which teaching is conducted on a subject-by-subject and module-by-module basis. Improvement is planned and implemented using a linear, causal, independent-problem-to-solution approach, with very little consideration given to the interconnectedness among the various components and ideas involved in these complex knowledge systems. This situation presents a need to think about how understanding these connections can improve the learning of complex ideas. It also constitutes an opportunity to provide a multifaceted intervention for communities of learners, which would, itself, be a coordinated network of collaborative efforts to develop a network literate populace. In this paper, the authors describe addressing these issues through a multi-phase, multi-year approach to professional development with formal and informal educators; the outcomes of this work; and next steps.
KeywordsNetwork literacy NGSS Teacher professional development Network science
The authors would like to acknowledge the National Science Foundation (BCS Award #1027752 and DRL Award #1139478) and the US Army Research Office for supporting this important work.
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