Potential Abstract: This study examines the implications of minimalist approaches to learning science in educational settings, with a specific focus on the disruptive nature of boundaries and the concept of situationality. Drawing on theories from artificial intelligence and education, we explore how minimalist instructional design strategies can challenge traditional notions of boundaries within the science classroom, leading to opportunities for more dynamic and contextualized learning experiences. By investigating the interplay between disruptive pedagogical practices and the situational nature of learning, this research aims to provide insights into how educators can effectively leverage minimalist principles to promote deeper engagement and understanding in science education.
Potential References:
- The minimalist mind: On minimality in learning, reasoning
- Minimalism as a guiding principle: Linking mathematical learning to everyday knowledge
- Minimalism for complex tasks
- minimUML: A minimalist approach to UML diagramming for early computer science education
- Language and interdisciplinarity: A minimalist, but explicit integration
