Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science

This case study explores high school biology teachers’ adaptive expertise when implementing complex systems curricula. Classroom observations, surveys, and interviews were analyzed for three teachers with varying experience and student achievement. Results illustrate characteristics of adaptive expertise in successful complex systems teaching and reveal differences among teachers.

Citation
Yoon, S., Koehler-Yom, J., Anderson, E., Lin, J., & Klopfer, E. (2015). Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science. Research in Science and Technology Education, 33(2), 237–251.