Designing powerful learning environments and practical theories The knowledge integration environmen

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Designing powerful learning environments and
practical theoriesThe knowledge integration
environmentBat-Sheva Eylon, The Science
Teaching Department, Weizmann Institute of
Science, Rehovot 76100, Israel

• ?????? 2004/1/5

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Introduction

• The gap between theory and practice
• Difference context
• Generalizing research results
• Research offer partial solution
• The difficulty of implementing change
• The insufficient cooperation and communication
• Long-term cumulative research
• Bridging the gap

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Introduction (Cont.)

• Knowledge Integration Environment (KIE)
• Partnership
• Science educators, scientists, technologists and
  classroom teachers
• Design
• Learning environment activities for learning
  science
• Long-term cumulative research (over 15 years)
• Foster knowledge integration in science learning
• Guided by the SKI (Scaffolded Knowledge
  Integration) framework
• Make thinking visible

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Methodology for advancing practice and practical
theory

• Classroom research
• Design experiments learning studies
• Refinement of the framework
• Repeated cycle of research and development
• Greeno (1996) review of cognition and learning
• Reforming practices requires transformations of
  peoples understanding of principles
• The theoretically oriented research can assist in
  identify principles

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Promoting knowledge integration and lifelong
learning in science learning

• Designing and assessing science learning
• Low achievement on the TIMMS test
• Problem-solving skill,concepts about the nature
  of science, higher thinking skills
• KIE
• Multiple resource (scientific, personal,
  internet)
• Integrate knowledge by helping students develop
  judging and using information

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Promoting knowledge integration and lifelong
learning in science learning (Cont.)

• Goals can be achieved
• The improvement of conceptual knowledge and
  enriching its context of application
• The acquisition of thinking capabilities
• The disposition to continue beyond the classroom
• The creation of mental habits
• The mastery of detailed skills necessary for
  judging evidence
• The development of views about the nature of
  science and learning
• How to develop autonomy?
• Scaffolding
• Modelling open the horizons

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Promoting knowledge integration and lifelong
learning in science learning (Cont.)

• Bell and Linn (2000)
• Use of the SenseMaker software for constructing
  arguments
• Scaffold
• Create new frames and improvement their arguments
• Led to more autonomous behavior
• What is the best context to teach critical
  thinking?
• Content-free context
• Disciplinary studies
• KIE
• Disciplinary knowledge science classroom
• Content free general tools
• Goal To know when you do not know

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Summary

• These design experiments is the articulation of
  principle to guide future curriculum and software
  design
• The tailoring of the principles, needs to be done
  by using a research and development approach
  similar to that of KIE.