20.5 Conclusion
The undergraduate students’ pre-existing ideas about Chaos, Complex Systems and
Complexity, the method of instruction used to rephrase them, and their new
(targeted) ideas after the teaching sequence presented in this work, are shown in
Table 20.1.
Fig. 20.4 A screenshot of an initial stage of the model of the N-bodies problem in NetLogo
(Wilensky 1998)
Fig. 20.5 A drawn representation of an early stage of the “Chaos Game”
20 A Combination of Historical Physics Documents and Other Teaching Tools for the. . . 257
The undergraduate students’ pre-existing ideas about Chaos, Complex Systems and
Complexity, the method of instruction used to rephrase them, and their new
(targeted) ideas after the teaching sequence presented in this work, are shown in
Table 20.1.
Fig. 20.4 A screenshot of an initial stage of the model of the N-bodies problem in NetLogo
(Wilensky 1998)
Fig. 20.5 A drawn representation of an early stage of the “Chaos Game”
20 A Combination of Historical Physics Documents and Other Teaching Tools for the. . . 257