20.4 The Scheduled Teaching Intervention (Teaching
Sequence) in Chaos and Complexity
There are five steps in the teaching sequence and in the worksheets of the present
research:
• Initial interest is raised through questions and visual material.
• Students interact and read the documents (extracts) from the scientists.
• Students take measurements and make graphic representations with the Chaos
Pendulum.
• NetLogo is used to realise and conceptualise chaotic behaviour, as well as certain
aspects of Complex Systems, such as percolation (Wilensky 1997).
• Students draw conclusions, consolidate knowledge and make extensions to
everyday life and their actual surroundings.
The overall teaching sequence is based on the inquiry-based learning model
(Bybee et al. 2006).
Fig. 20.3 A drawn image
of a type of “Chaos
Pendulum”, similar to the
one used for our didactic
purposes. (Artist: Ben
Satchel. www.benpics.com)
256
A. Gkiolmas et al.
Sequence) in Chaos and Complexity
There are five steps in the teaching sequence and in the worksheets of the present
research:
• Initial interest is raised through questions and visual material.
• Students interact and read the documents (extracts) from the scientists.
• Students take measurements and make graphic representations with the Chaos
Pendulum.
• NetLogo is used to realise and conceptualise chaotic behaviour, as well as certain
aspects of Complex Systems, such as percolation (Wilensky 1997).
• Students draw conclusions, consolidate knowledge and make extensions to
everyday life and their actual surroundings.
The overall teaching sequence is based on the inquiry-based learning model
(Bybee et al. 2006).
Fig. 20.3 A drawn image
of a type of “Chaos
Pendulum”, similar to the
one used for our didactic
purposes. (Artist: Ben
Satchel. www.benpics.com)
256
A. Gkiolmas et al.