A Research On Complex Learning

As a result of shock to future and culture brought out by the characteristics of the age, innovation has constituted an inextricable part of human life and nobody can position himself out of innovative action. Innovation means in-depth transfer and revolution. It is a process of creating and shaping of a new paradigm and a process of the new paradigm becoming dominant, rather than mending and decorating the old one. The core work of innovators is "creating future by designing".Science education, which is experiencing innovative actions, is facing the challenges of how innovators can shape their belief and wisdom in and through practice, what can be identified as basic prerequisites, process and strategies for the improvement of learners' scientific literacy, and how educators can make close scientific classroom open in an effective way.All measures in science education focus on learners' science learning and knowledge creativity, thus, to deal with the challenges in innovative actions in science education, we must examine the complexity in science learning from perspectives of learning and knowledge creativity. Therefore, the dissertation takes the ideas of complexity of knowledge and its transformation /evolution and viewpoints from sociology of scientific knowledge, complexity theory, theories on meaning construction and socio-cultural practice to examine the complexity of science learning. Ten critical features are identified including practical nature, contextual nature, negotiative nature, experiential nature, tacit nature, self-organizing nature, self-stable nature, synergistic nature, productive nature and symmetrical nature. The dissertation then constructs a framework of prototypical complex learning system to provide theoretical support for the design of complex learning environment.The dissertation suggests the design of complex learning environments integrate effectively curriculum design, instructional design, assessment design and learning technology design, thus avoiding distortions of and conflicts between ideas and methodologies in curriculum, instruction, learning technology and learning that often appear in separate design. The guidelines defined for the design of complex learning environment include that designers are learners, design process is complex learning process based on ill-structured problems, information technology is integrated into design-learning, and design-based learning model can be used in description of and as interpretative framework of actions of agents who participate in the design of complex...