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|Title:||Exploring the process of convergent adaptation in technology-based science curriculum construction|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Yoon, S., Liu, L., & Goh, S. (2009). Exploring the process of convergent adaptation in technology-based science curriculum construction. In O'Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 272-281). Rhodes, Greece: International Society of the Learning Sciences.|
|Abstract:||As a core complex systems process, understanding the dynamics of individual or group adaptation can provide valuable information for constructing professional development strategies that can increase chances of instructional success. This paper reports on an exploratory study that identifies indicators of convergent vs. non-convergent adaptation between two cases of teachers working together on a technology-based curriculum construction activity and explores the relationship between group characteristics and adaptation processes. We have used the complex systems concept of adaptation as a lens for understanding how and why some teachers are better able to adapt to the educational program requirements. The results show that processes of convergence and non-convergence influenced adaptive outcomes, and that the more similar the teaching characteristic index (TCI) number was between group members, the more likely it was that group dynamics would result in convergent adaptive outcomes.|
|Appears in Collections:||CSCL 2009|
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