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Exploring the use of complexity theory and action research as frameworks for curriculum change

2014; Taylor & Francis; Volume: 46; Issue: 5 Linguagem: Inglês

10.1080/00220272.2014.921840

1366-5839

Phil Wood, Graham Butt,

Innovative Education and Learning Practices

This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a general certificate in secondary education course in geography. In this context, we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods. Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localized contexts.