Application of complex science in Maker Teaching Research

The maker learning environment is mainly composed of communities （ Teachers and students ）、 Space and tools make up . In the maker learning environment , Students are guided by tutors 、 Do it yourself 、 Use a variety of tools and techniques , Work together to create and reshape the physical and digital worlds . Innovative thinking in the maker learning environment 、 Cognitive development and the production of products are emerging phenomena . Emergence refers to the formation of novel and coherent structures in the self-organization process of complex systems 、 Patterns and attributes . Emergence theory describes the formation process of large-scale collective behavior patterns in complex systems . Emergence has the following interrelated properties ： Complete novelty , Coherence or relevance , Overall or macroscopic , Dynamic and obvious . Complete novelty means that... Has not been observed in complex systems , And it is neither predictable nor derived from low-level or micro level components . Coherence or relevance refers to emergence as a comprehensive whole , Tends to maintain a certain degree of identity over time , And separate low-level components are penetrated and associated into a higher-level unity .

Global or macro refers to the trajectory of emerging phenomena . The dynamic characteristic means that the emergence phenomenon is not a predetermined whole , It is produced by the evolution of complex systems over time . Salience means that emergence is widely recognized by showing itself , They are recognized at the phenomenal level . The maker learning environment has the characteristics of emergence 、 De centralization 、 Self organization and other complex system characteristics , Therefore, it can be regarded as a complex system . Fractal patterns in complex systems 、 The limited infinity and unpredictability are also related to the maker learning environment . In the maker learning environment, everyone in the group shares a group , There is the same structure and pattern between groups , The collection of all groups constitutes a maker community . This has self similarity , The fractal like model fully demonstrates the teachers in the maker learning environment 、 Student 、 Tools 、 The dynamic relationship between materials and the combination of structure and elasticity . The infinity of finiteness refers to the learning environment of makers , Instructors may be subject to national policy 、 Regional standards 、 School regulations 、 Course objectives and other objective factors , But there are infinite possibilities within these limits . Teachers and students 、 Tools 、 There is no limit to the potential relevance between materials . This empowerment of teachers frees them from the constraints , The freedom to create . There are certain patterns of learning behavior in the maker learning environment , And generative , It is the connection between certainty and randomness . Teachers can set certain educational goals , We should also give feedback to students' random interaction . The combination of educational objectives and the unpredictability of students' behavior makes the learning in the maker learning environment creative and open .

Research on the teaching mode of makers , Advocate the use of complex systems to study 、 Ethnographic studies 、 Methodology of integrating design based research , Hereinafter referred to as complex ethnographic design research . This integrated research methodology has significant advantages for the study of the learning environment of makers ： Complex system research analyzes the complexity of maker education system from the perspective of complexity theory 、 The complexity of the maker learning environment 、 The complexity of innovative thinking ; Ethnographic studies are adequate 、 It explains the environmental background of the teaching activities in detail , It provides researchers with deep-seated environmental knowledge , Make researchers focus on the psychology of makers 、 Actions and beliefs , Guide researchers to carry out research that meets the needs of makers ; The interventionism of design based research 、 Forward looking 、 The characteristics of reflection and iteration enable researchers to start from the original pattern prototype （ Learning trajectories and specific design features based on some assumptions ） Step by step optimization mode , To get the final model . As a generative research, complex system research flexibly integrates macro and micro perspectives , Analysis of the characteristics of the teaching model 、 Prototype design 、 The study of evaluation and revision provides a rich theoretical perspective and operational methods , However, the application of complex system research to educational research needs to be supplemented by ethnographic views and iterative phenomenological verification . Ethnography emphasizes long-term participation in real situations , But the lack of an interventionist stance ; Design based research obtains formative theory and practice through intervention and iterative evaluation and revision , But it lacks an ethnographic perspective ; The research of complex ethnographic design complements the defect of the application of single methodology in maker education research , It organically integrates generative research and formative research , It provides a practical and effective methodology for the study of maker teaching mode . in summary , Methodology and concrete methods .

Complexity methodology provides an important supplementary tool for the research of Maker Teaching Model . Complex system research advocates that the research focus of maker teaching system should be shifted from factors to participants , Researchers no longer need to study phenomena with the assumption that homogeneous participants are aggregated into factors . contrary , Researchers can maintain the diversity of subjects in the maker group , Think of them as heterogeneous participants , Each has its own genetic and cultural characteristics , And implement simple rules of behavior .

in summary , The complexity of education lies in its generativity ——— Education is a generative process 、 Emergent 、 A regressive open system characterized by self-organization . With the emergence of complexity in the field of Education , The traditional analysis method has been unable to explain the emerging complex phenomena .“ Complex science ” The emergence of has provided new analytical tools for educators , In response to uncertainty 、 A complicated and changeable education system with a certain model . Complexity theory and methodology, as a new scientific and postmodern research point of view, have great enlightenment for us to understand maker education . Complexity theory enables us to observe the world with different lenses , It can also enable us to take off the lens and face the objective reality , Explore the potential problems in maker education with a postmodern perspective . By defining the connotation and extension of complexity , The macro level of maker education 、 Analysis of the complexity of meso and micro layers , Methodological meaning of complexity in maker Education Research , The application of complex methodology in the exploration of maker teaching mode is elaborated in detail , It provides an interpretive theoretical and methodological framework for the application of complex science to maker education research .