Complexity and Education: Inquiries Into Learning, Teaching, and Research

By B. Davis, D. Sumara. 2006

836 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a494b516030dbc2f25270a0098cdda320422c737

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Citations in the corpus

Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation (2011, background): “…developed here, suggest that this concept is limited in capturing all facets of the students’ educational experience (Dall’alba & Sandberg, 1996; Davis & Sumara, 2006; Doll et al., 2005; Karen, 2006; Mason, 2008; Scott & Yates, 2002; Stevens et al., 2008; Walther, et al., 2008; Walther &…”
The emergent curriculum: navigating a complex course between unguided learning and planned enculturation (2008, background): “See also Davis (2004) and Davis and Sumara (2006).”
Handbook of Research on Science Education (2023, background): “Post-formal thinking is sensitive to the dynamic, indeterminate, nonlinear, and self-transformative nature of complex living and social systems that characterize education (Davis & Sumara, 2006).”
The student well-being model: a conceptual framework for the development of student well-being indicators (2014, background): “…regarding sytems thinking in relation to education, see Benson & Scales, 2009; Csikszentmihalyi & Csikszentmihalyi, 2006; Davis & Simmt, 2003; Davis & Sumara, 2006; Davis, Sumara, & Luce-Kapler, 2008; Horn, 2008; Lerner, Dowling, & Anderson, 2003; Mason, 2008; K. Morrison, 2008; Roeser &…”
The Challenge and Promise of Complexity Theory for Teacher Education Research (2014, background): “Although Davis and Sumara (2006) pointed out that “complexity thinking is not a ready-made discourse that can be imported into and imposed onto education research and practice” (p. 8), they suggested that “a great many phenomena that are currently of interest to educational research might be…”
"Together we are better": Professional learning networks for teachers (2016, background): “Approaching teachers’ PLNs as complex and multifaceted systems (e.g., Davis & Sumara, 2006; Morrison, 2006; Opfer & Pedder, 2011) can help educators avoid simplistic process-product research paradigms that are inadequate for the phenomenon (Cochran-Smith & Lytle, 1991).”
Transdisciplinarity and Art Integration: Toward a New Understanding of Art-Based Learning across the Curriculum (2014, background): “…systems and dissipative structures The underlying concept in autopoiesis and dissipative structures is self-organization, also known as emergence (Davis & Sumara, 2006) emergence signifies that the processes within a system determine its form The concept of autopoiesis originated in the…”
Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications (2013, background): “Davis and Sumara (2006) even suggested that pupil learning should occur in a “bottom-up” manner reflecting higher levels of situated and authentic learning with the focus on students.”