A Mind with a Mind of Its Own: How Complexity Theory Can Inform Early Science Pedagogy

In the current paper, we develop an approach to early science pedagogy that is based on insights about how complex adaptive systems function. Complexity approaches have an important advantage over traditional information-processing approaches: They anticipate the proverbial ‘mind with a mind of its own’ without having to postulate exclusively mental constructs. They also offer insights about key determinants of learning and effective pedagogy,...