Date post: | 04-Jan-2016 |
Category: |
Documents |
Upload: | frederick-tucker |
View: | 212 times |
Download: | 0 times |
KNOWLEDGE BUILDINGQCS503 Innovations in Design and Practices for Primary Science (2 AUs)
SOUND OF MUSICCENTRAL STATION ANTWERP (BELGIUM)
http://www.youtube.com/watch?v=7EYAUazLI9k
ASSESSMENT TASKS
a) Group-based Component (70%)
b) Individual Component (30%) - Conduct and reflect a science lesson that
follows KB during TP - Submit lesson plans and critique - Deadline: 31 March 2010, 1700 hr
- Key ideas in Knowledge Forum- Group’s discussion at end of week 3, 4 and 5 on Trigger Activity
45%
- 12 min presentation on KB / scientific ideas
25%
How is learning in school different from learning at work/daily life
WHAT IS KNOWLEDGE BUILDING?
Production and continual improvement of ideas/concepts by learners to be of value to a community eg in business or school
These ideas will themselves be catalysts to increase further knowledge for themselves and others eg how technology advances
Diverse and initial ideas, no matter how “weak” are valuable as long as they are “improvable” that is, can be built-upon
TWO WAYS OF KNOWING
In school, knowing is often taught transmissively and is reproductive is content
Kids are instructed to learn just A, B, & C, which is both necessary & sufficient
Non-learning is due to deficits on the learner and motivation is a problem
In KB, ideas are always refined, whatever stage of Ss development, young & old
With guidance, all will pursue emergent questions in deeper cycles for understanding
Non-learning is due to deficits on the initial question, time not motivation is the main obstacle
HOW DOES KB DIFFER FROM SCIENCE INQUIRY?
INQUIRY-LEARNING
Involves activities and skills, focus on active search for knowledge
Reflects constructivist model of learning Knowledge is built in a step-wise fashion Teacher begins with a question Topic, problem to be studied and methods
used to answer the problem are determined by the student and not the teacher
INQUIRY ACTIVITIES ARE OFTEN TASK-CENTERED.
Task
Idea
Idea
Idea Idea
Idea
Idea
EXAMPLE OF TASK-CENTRED ACTIVITY
Gently push a pin through the sticky tape and then pull it out.) (a) Describe what you observed. (b) Did you guess correctly? (c) What can you say about air from this experiment?
WHAT CAN YOU SAY ABOUT:
Whose information that is being learnt?
The type/form of authentic knowledge that is being learned?
The amount of knowledge that is being learned?
Any room for collaboration and lifelines?
The end-point & utility of the learning? Assessment modes? Individual or
collective?
KNOWLEDGE BUILDING IS IDEA-CENTERED.
Idea
Task
Task
Task Task
Task
Task
Learning predetermind content from textbook and Tr
Testing of fixed variables to learn a fixed theory
Can be fun if there is a lot of hands-on
See themselves as a student of science in learner/teacher centered environment
Learning emergent content assisted by textbook & Tr & any other authoritative sources
Learning whatever theories (JIT)(through testing variables)
Both minds-on & hands-on
See themselves as doing work similar to scientists, both Tr & learners are in the same position
Science classrooms KB classrooms
KEY FEATURES OF KNOWLEDGE BUILDING
An activity of producing and continually improving ideas NOT just learning stuff
Asking problems of understanding not answering questions
Through discussions and shared goals Building ideas that are valued and of interest
by a community All individuals contribute to and advance the
understanding of all community members
12 PRINCIPLES OF KNOWLEDGE BUILDING
1. Real ideas, authentic problems
2. Improvable ideas
3. Idea diversity
4. Rise above
5. Epistemic agency
6. Community knowledge, collective responsibility
7. Democratizing knowledge
8. Symmetric knowledge advancement
9. Pervasive knowledge building
10. Constructive use of authoritative sources
11. Knowledge building discourse
12. Embedded and transformative assessment
WHY KNOWLEDGE BUILDING
Practice of science Become producers of knowledge: inventions,
discoveries, planning
Nature of scienceHuman endeavor, creative, social, subjective,
values & beliefs, evidence-based & interpretive and no single –method
Deeper understanding of content knowledge
SOME THOUGHTS ON KNOWLEDGE FORUM
http://ikit.org/mvt/cs.htm
KNOWLEDGE FORUM
Graphical Interface
KNOWLEDGE FORUM
Sentence openers
WHAT HAPPENS WHEN MEAT ROTS?
TRIGGER ACTIVITY FOR EACH GROUP
Grow the seeds provided Record what you did and make daily
observations of the growth of each kind of seed
Bring them all on Second Lesson next week
TYPES OF SEEDS GIVEN
Chinese Flowering Cabbage Egg Tomato Radish White Sweet Corn Water Spinach Kankon Wheat Grass Zinnia (Dahlia Flora)
BRING LAPTOP NEXT LESSON FOR KF