000			02055nam a22002177a 4500
003			JGU
005			20240514020012.0
008			230522b |||||||| |||| 00| 0 eng d
020			_a9781990040207 _qpbk.
040			_beng _cJGU
041			_aeng
100			_aHipkins, Rosemary, _91639942 _eauthor
245			_aTeaching for complex systems thinking / _cRosemary Hipkins.
260			_aNew Zealand : _bNew Zealand Council for Educational Research Press, _c2021.
520			_a"What do a short car trip, a pandemic, the wood-wide fungal web, a challenging learning experience, a storm, transport logistics, and the language(s) we speak have in common? All of them are systems, or multiple sets of systems within systems. What happens in any set of circumstances will depend on a mix of initial conditions, complexity dynamics, and the odd wild card (e.g., a chance event). While it is possible to model and predict what might or perhaps should happen, it is impossible to be certain. "It depends" thinking needs to be applied. Future-focused literature identifies complex systems thinking as an essential capability for citizenship, and this book sets out to show teachers how they might foster it-for themselves as well as for their students. There are implications for pedagogy, curriculum, and assessment. Multiple examples show what changes might look like, for students of different ages, and in different subject contexts. This is a book of several layers: It is both practical and philosophical. There is explicit discussion of parallels between complexity science and indigenous knowledge systems (specifically mātauranga Māori in the New Zealand context). The many examples are designed to appeal to general readers with an interest in the complex challenges facing contemporary societies, as well as to teachers at all levels of the education system."--
650			_aSystem theory--Study and teaching _91640512
650			_aThought and thinking--Study and teaching _9119434
999			_c3054445 _d3054445