Unit 1 - Knowledge Building, Theory Characteristics
|
ETAP623 : Unit 1 - Knowledge Building, Theory (Characteristics) This page last changed on Jan 23, 2008 by wikiadm1. CharacteristicsMarlene Scardamalia, a key proponent of Knowledge Building (KB), states that knowledge should be "treated as a resource, rather than as a product in people's minds" ([5407253.html Scardamalia & Bereiter, 1999]). This seemingly innocuous statement forms the basis of what has become a new learning theory which engages students, teachers, parents, subject experts and community members in a dynamic online learning environment. Scardamalia goes on to outline the characteristics of KB as contrasted to more traditional methods.
Additional details can be found in the article: Schools as Knowledge Building Organizations.
As indicated above, problems comprise one of the key characteristic of KB; it is through solving problems that students build or 'construct' knowledge. The educational theory of constructivism is used to explain how people know what they know and therefore explain how and why KB works as an educational tool. People 'construct' knowledge through solving problems. As they do so, they 'construct' their own understanding of the situation/problem. Learning is then achieved through the learners' activities, the results of those activities, and through reflection on what has occurred. It is in problem-solving that deep understanding is possible. ([5407253.html Knowledge Building & Information Literacy - References][5407253.html Halpern, 2002]). However, unlike problem- or project- based learning models in which the instructor asks questions and thereby steers the learning, knowledge building requires that the students pose the "research" questions themselves. It is through the resulting student interaction that collective knowledge is created and continues to evolve. Learning, in this environment, is a by-product rather than the main focus of the lesson. KB then leads to various dynamic conversations and ultimately to the deep learning of the particular topic.Knowledge building through active discussion is well articulated in an article by [5407253.html Swan et. al.] (2000). Although the article is primarily about asynchronus learning environments, their description of knowledge building is well articulated: "meanings are agreed upon, ideas negotiated, concepts evolved, knowledge constructed." (p. 380)
It is important to note the KB is not a total replacement of traditional teaching methods. Teacher instruction as to the broad topic under investigation is still needed, as is the investigation (research) of the topic by the students by utilizing their school media center or other secondary sources. What is unique is not only the role of the students as active participants in the building of knowledge, but the inclusion of the students' community into this environment. Stakeholders, including parents, other teachers, community members, and outside experts all become active members of the KB community and therefore contribute to the building of knowledge. In traditional learning environments, for example, outside experts are sometimes called in to give a lecture or presentation. They are usually not an integral part of the learning process at the K-16 level. In KB however, outside experts participate fully as they are willing and become not just question-answerers. In the majority of cases, they find their own roles in the KB environment and "pitch in and help in whatever ways and to whatever extent they wish" ([5407253.html Scardamalia & Bereiter, 1999]).
|
|
|
| Document generated by Confluence on Aug 31, 2008 15:05 |
