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Conversations about complex issues

Suzanne Trask, Erica D’Souza, Boyd Swinburn, and Jacquie Bay

How do we support learning and teaching about complex issues? Researchers from the University of Auckland worked with 54 students and teachers from three Auckland secondary schools to evaluate health-science learning designed to investigate this question. The instructional strategies based on context familiarity, systems thinking, and narrative pedagogies can be adapted to support learning about other contexts involving complex issues.

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