NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1060259
Record Type: Journal
Publication Date: 2015-Jun
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1751-2271
A Complexity Approach toward Mind-Brain-Education (MBE); Challenges and Opportunities in Educational Intervention and Research
Steenbeek, Henderien W.; van Geert, Paul L. C.
Mind, Brain, and Education, v9 n2 p81-86 Jun 2015
In the context of an educational or clinical intervention, we often ask questions such as "How does this intervention influence the task behavior of autistic children?" or "How does working memory influence inhibition of immediate responses?" What do we mean by the word "influence" here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as "influence," and to discuss the issue of education and intervention as something that takes place in the form of complex, real-time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles--process laws--are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A