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Knowledge Building

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%)

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Knowledge Building

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  1. Knowledge Building QCS503 Innovations in Design and Practices for Primary Science (2 AUs)

  2. Sound of MusicCentral Station Antwerp (Belgium) • http://www.youtube.com/watch?v=7EYAUazLI9k

  3. 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

  4. How is learning in school different from learning at work/daily life

  5. 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

  6. 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

  7. How does KB differ from Science Inquiry?

  8. 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

  9. Inquiry activities are often task-centered. Idea Idea Idea Task Idea Idea Idea

  10. 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?

  11. 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?

  12. Knowledge Building is idea-centered. Task Task Task Idea Task Task Task

  13. Science classrooms KB classrooms • 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

  14. 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

  15. 12 Principles of Knowledge Building • Real ideas, authentic problems • Improvable ideas • Idea diversity • Rise above • Epistemic agency • Community knowledge, collective responsibility • Democratizing knowledge • Symmetric knowledge advancement • Pervasive knowledge building • Constructive use of authoritative sources • Knowledge building discourse • Embedded and transformative assessment

  16. Why Knowledge Building • Practice of science • Become producers of knowledge: inventions, discoveries, planning • Nature of science • Human endeavor, creative, social, subjective, values & beliefs, evidence-based & interpretive and no single –method • Deeper understanding of content knowledge

  17. Some thoughts on Knowledge forum • http://ikit.org/mvt/cs.htm

  18. Use of Knowledge Forum www.kfnlp.servy.net

  19. Knowledge Forum Graphical Interface

  20. Knowledge Forum Sentence openers

  21. What happens when meat rots?

  22. 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

  23. Types of seeds given • Chinese Flowering Cabbage • Egg Tomato • Radish White • Sweet Corn • Water Spinach Kankon • Wheat Grass • Zinnia (Dahlia Flora)

  24. Bring laptop next Lesson For KF

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