knowledge building
DESCRIPTION
Knowledge Building. QCS503 Innovations in Design and Practices for Primary Science (2 AUs). Sound of Music Central Station Antwerp (Belgium). http://www.youtube.com/watch?v=7EYAUazLI9k. Assessment tasks. a) Group-based Component (70%) b) Individual Component (30%) - PowerPoint PPT PresentationTRANSCRIPT
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 TASKSa) 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 ACTIVITYGently 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 BUILDING1. Real ideas, authentic problems2. Improvable ideas3. Idea diversity4. Rise above5. Epistemic agency6. Community knowledge, collective
responsibility7. Democratizing knowledge8. Symmetric knowledge advancement9. Pervasive knowledge building10. Constructive use of authoritative sources11. Knowledge building discourse12. 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
USE OF KNOWLEDGE FORUMwww.kfnlp.servy.net
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