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Related Concept Videos

Levels of Organization01:09

Levels of Organization

Biological organization is the classification of biological structures, ranging from atoms at the bottom of the hierarchy to the Earth's biosphere. Each level of the hierarchy represents an increase in complexity that builds upon the previous level.Molecules Are Composed of Atoms, and Biomolecules Are Assembled from Molecules:The most basic levels include atoms, molecules, and biomolecules. Atoms, the smallest unit of ordinary matter, are composed of a nucleus and electrons. Molecules comprise...
Classification of Systems-I01:26

Classification of Systems-I

Linearity is a system property characterized by a direct input-output relationship, combining homogeneity and additivity.
Homogeneity dictates that if an input x(t) is multiplied by a constant c, the output y(t) is multiplied by the same constant. Mathematically, this is expressed as:
Algebraic Expressions01:26

Algebraic Expressions

Algebraic expressions are essential in mathematics. They represent relationships through variables, constants, and operations. These expressions help describe patterns and solve problems in various mathematical fields. Understanding their components, classifications, and operations allows for efficient simplification and manipulation.Each algebraic expression consists of individual parts, including numbers and symbols, that work together to form meaningful mathematical statements. The numerical...
Complex Numbers01:29

Complex Numbers

The real number system cannot represent the square root of a negative number, which restricts solutions for certain equations, such as quadratics with negative discriminants. To address this, the complex number system was developed, introducing the imaginary unit i, where i = √(-1). This extension allows for the representation of all roots, including those involving negative radicands.A complex number is written in the form x + yi, where x and y are real numbers. Here, x represents the real...
Fundamental Theorem of Algebra01:30

Fundamental Theorem of Algebra

The Fundamental Theorem of Algebra is central to the study of polynomial equations, asserting that every non-constant polynomial with complex coefficients has at least one complex zero. This means that a polynomial of degree n ≥ 1, written as:  with an ≠ 0, has at least one solution in the complex number system. Since the set of real numbers is a subset of complex numbers, this theorem applies equally to polynomials with real coefficients.Building on this result, the Complete Factorization...
Multi-input and Multi-variable systems01:22

Multi-input and Multi-variable systems

Cruise control systems in cars are designed as multi-input systems to maintain a driver's desired speed while compensating for external disturbances such as changes in terrain. The block diagram for a cruise control system typically includes two main inputs: the desired speed set by the driver and any external disturbances, such as the incline of the road. By adjusting the engine throttle, the system maintains the vehicle's speed as close to the desired value as possible.
In the absence of...

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Related Experiment Videos

'If things were simple...': complexity in education.

Brent Davis1, Dennis Sumara

  • 1Faculty of Education, University of Calgary, Calgary, Alberta, Canada. brent.davis@ucalgary.ca

Journal of Evaluation in Clinical Practice
|July 28, 2010
PubMed
Summary
This summary is machine-generated.

Complexity thinking offers new possibilities for formal education by viewing it as a learning system. This approach challenges traditional educational theories, suggesting complexity theory itself could be a theory of education.

Related Experiment Videos

Area of Science:

  • Education
  • Complexity Science
  • Learning Systems

Background:

  • Traditional educational frameworks often rely on untenable assumptions.
  • Social enterprises like education, social work, and healthcare are adaptive, learning systems.
  • Existing theories imported into education may not adequately address its complexity.

Purpose of the Study:

  • To explore the implications of complexity thinking for formal education.
  • To critique current educational constructs using insights from complexity research.
  • To propose complexity theory as a foundational theory for education.

Main Methods:

  • Defining complexity research as the study of learning systems.
  • Critiquing assumptions in social enterprises using hard complexity research.
  • Reviewing insights from soft complexity research in educational contexts.
  • Examining teachers' disciplinary knowledge of mathematics through a complexity lens.

Main Results:

  • Complexity research provides a framework for understanding adaptive, learning systems.
  • Hard and soft complexity research offer critiques and insights for educational practice.
  • Complexity theory highlights the emergent nature of knowledge and its systemic implications.

Conclusions:

  • Complexity theory offers a more appropriate framework for understanding education than imported theories.
  • Viewing education as a learning system, central to complexity theory, is essential.
  • Complexity theory has the potential to be reconceptualized as a theory of education.