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Communicating Ocean SciencesSession 5: Constructing Knowledge, Building Understanding

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Session 5 objectives Determine what is “building understanding” and

“constructing knowledge” Discuss strategies facilitators use to help learners build

understanding Discuss the basic premise of constructivist approach to

learning and teaching Discuss the role of prior knowledge in building

understanding Engage participants in a learning experience and a

reflection on how your prior knowledge, the use of a model, conversations with peers, and facilitation by the instructor influenced that experience

Discuss the major research perspectives regarding constructing understandings and building on prior knowledge

Quick Write Address Roschelle’s assertion that

“considering prior knowledge forces a shift to thinking of learning as ‘conceptual change.’” How does this affect how you plan to implement your classroom lessons? Please give a specific example.

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Learning

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Blank slates•Learner as a tabula rasa, blank slate, or empty vessel.

•Learning is filling the learner with information.

•Teaching is transmission of knowledge, i.e. teaching as telling.

Clever minds•Learner as clever minds, full of preconceived ideas & private explanations.

•Learning is adding to, connecting to, & changing learner’s ideas & explanations.

•Teaching is guiding learners through the learning process.

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Basic ideas about constructivism All learners arrive at any learning situation

with their own often quite elaborate ideas, explanations & theories. They are far from “blank slates”.

Learning is an active process of engaging & manipulating objects, experiences, & conversations.

Learners “construct” their own understanding of the world based on their experiences, motivations, & cultural and social interactions with peers and others.

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Terms for learner’s thinking

Misconception Preconception Alternate conception

Learner’s thinking & ideas, conceptions, and understanding

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Phases of the Moon

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Think-Pair-Share Think about the times you looked at the

Moon. What did it look like? Did you see it last night? What shape was it?

The different shapes and look of the moon is referred to as the phases of the moon. What do you think causes the phases of the

Moon?

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Thinking about Thinking How was prior knowledge elicited and used in the

activity? What did you do to make sense of what causes the

phases of the moon?

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Strategies for learning & teaching Hands on, manipulation of the model Listening to & talking with peers Thinking on your own Listening & talking with the instructor in the whole

group Overhearing other peers Discussing and testing out ideas that agree or

disagree with your own understanding Asking new questions Explaining your ideas to peers or instructor Accessing and making connections to prior

knowledge & experiences

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Ponder this What makes experiences important for

learning? What makes social interactions important

for learning? What affect did your prior knowledge have on

your learning experiences?

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A constructivist process for learning Complex ideas develop over a long period of

time. Learners must encounter multiple learning

experiences that encourage them to question their assumptions engage in discussion about their ideas make connections to and build on their prior

knowledge apply their new understandings in different

contexts.

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Ideas from research Read each finding aloud in your small group

& then together choose two or more of the statements & discuss the following questions: What are your experiences, impressions, and/or

opinion of the ideas? Which statements would you like to discuss more

fully & what about each one leads you to want to discuss it further?

How might you facilitate an activity in a learning environment (even your own learning) to take the research on learning into account?

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Ponder this How do you know what prior knowledge your

learners are bringing with them to the experience?

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Metacognition Metacognitive abilities are critical to learning. Metacognition is “thought about thought”, and

refers to a broad range of processes, including monitoring, detecting incongruities or anomalies, self-correcting, planning and selecting goals, & even reflecting on the structure of one’s knowledge & thinking.

Metacognitive abilities enable learners to detect inconsistencies in their thinking.

Tides Interactive Science Presentation

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Lesson Planning and Prep

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Reflection: Quick Write

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•How can these ideas about learning, prior knowledge and metacognition be useful and relevant to you?•When you teach, how might you help your learners to make sense of the science?•What challenges might face you when applying these ideas in designing and engaging in learning experiences in an informal environment?

Homework

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Reading•National Research Council. (2007). Chapter 6: Understanding how scientific knowledge is constructed. •Michaels, S., Shouse, A.W., & Schweingruber, H.A. (2008). Chapter 5: Making thinking visible: Talk and argument.•Moon phases readings:

•http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question3.html •http://imagine.gsfc.nasa.gov/docs/ask_astro/answers/970103b.html •http://stardate.org/nightsky/moon/