Implications of Chaos Theory for Science Education in Iran

The study aimed to derive the implications of chaos theory for science education from the first hand and reliable references. By adopting inference method، the main points related to the study''s aim were recognized. Besides introducing chaos theory، the researchers attempted to discuss the possibility of reaching to a non-obligatory consistency on the possible urgent changes in science education. The most important findings of the study which are based on chaos theory are 8 inferential implications for science education. These implications which are expalained in detail include openness، dynamic، creative and multifarious; exciting، arbitrary، instable; non-absolute، unpredictable، out of control; dynamic interaction، active، additive quality among constituents and components with together and with the environment; along with actionists who have different statuses and characteristics while they have special functions and tasks; along with the action and treatment of learners who have capabilities and capacities for self-leading and self-organizing; initiation and creativity for facing with knowledge constructing in an instantaneous and renewing context for change; and interdisciplinary education of science.