Abstract
The complex dynamical systems (CDS) approach consists of a family of theories emanating largely from the exact sciences. These theories share a common focus on the behavior of systems and their interrelated parts and are concerned with the processes of stability, change, and unpredictability in those systems. This article takes stock of the methods tailored toward the study of complex dynamical systems in education—for example, the interaction between teachers and students in classrooms, educational organizations such as school buildings and districts, and collaborative learning settings. A historical and conceptual background is provided as a context for CDS. Use of the perspective in education is evaluated according to three basic systemic assumptions: Systems behavior is complex, it evolves over time, and the nature of systemic transformation is qualitative. A comprehensive yet incomplete overview is provided of available research methodologies concerned with those assumptions.
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