The study explores how a complexity approach empowers science learning. A complexity approach represents systems as many interacting entities. The construct of micro–macro compatibility is introduced, the degree of similarity between behaviors at the micro‐ and macro‐levels of the system. Seventh‐grade students’ learning about gases was studied using questionnaires and interviews. An experimental group (n = 47) learned with a complexity curriculum that included agent‐based computer models, a workbook, class discussions, and laboratory experiments. A comparison group (n = 45) learned with a normative curriculum, incorporating lectures, a textbook, class discussions, and laboratory experiments. Significant learning gains and strong effect sizes were found in the experimental group's overall learning. Diffusion, density, and kinetic molecular theory were learned better with a complexity approach. Pressure, temperature, and the gas laws were learned similarly with both approaches. Learning to notice micro‐level behaviors and their probabilistic nature was greater with the complexity approach. Analysis showed that only concepts that have less “micro–macro compatibility” were learned better with a complexity approach. Thus, a complexity approach helps separate the microbehaviors and then relate them to the macrobehaviors when these behaviors are dissimilar. We discuss how micro–macro compatibility helps point to concepts whose learning would benefit strongly from a complexity approach.

Complex systems" is a general-purpose reasoning scheme, used in a wide range of disciplines to make sense of systems with many similar entities. In this paper, we examine the generality of this approach in learning chemistry. Students' reasoning in chemistry in terms of emergent complex systems is explored for two curricula: a normative and a complexity-based one, so that the interaction could be examined under both the conditions. A quasi-experimental pretest-intervention-posttest comparison group design was used to explore student's learning, complemented with interview data. The experimental group (n = 47) studied the topic of gases with a complexity-based curriculum. A comparison group (n = 45) studied with a normative curriculum for the same duration. Students' answers to questionnaires were coded with a complexity-based approach that included levels (distinguishing micro-and macro-levels), stochastic particle behaviors, the emergence of macro-level patterns from micro-level behaviors, and the source of control in the system. It was found that students' reasoning about chemistry concepts in terms of complex systems falls into three distinct and coherent mental models. A sophisticated mental model included most of the above-described complexity features, while the nonsophisticated model included none.The intermediate model is typified by distinguishing between levels, but not by stochastic and emergent

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