Exploring Complex Systems through Venus Flytrap Mechanobiology: High School Students' STEM-integrated Learning with Multiple Models

• In Event: AERA Poster Session Friday 3:45pm
  In Poster Session: Making Sense of Complexity in Science Education

Abstract

This study explores how high school students develop an understanding of complex systems through a curriculum centered on the Venus flytrap. The curriculum integrates biology, physics, and engineering concepts, using multiple external representations (MERs), such as a living plant electrophysiology experiment, an agent-based model, and a Rube Goldberg machine. A mixed-methods approach assessed students’ understanding of complex systems characteristics like emergence, non-linear interactions, and adaptation. Findings suggest students were able to connect complex systems principles to the flytrap, transfer their understanding to real-world scenarios, and recognize the value of STEM-integrated learning. This research highlights the potential of MERs in supporting systems thinking and emphasizes the role of complex systems education in enhancing high school students’ engagement with real-world science.

Authors

• Zheng Bian, University of Pennsylvania

• Jianan Zhao, University of Pennsylvania

• Amanda Cottone, University of Pennsylvania

• Susan A. Yoon, University of Pennsylvania