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Asia-Pacific Forum on Science Learning and Teaching, Volume 11, Issue 2 ,
Foreword (Dec., 2010) Marcia C. LINN, James D. SLOTTA, Hiroki TERASHIMA, Elisa STONE, & Jacquie MADHOK Designing Science Instruction using the Web-based Inquiry Science Environment (WISE)
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The Knowledge Integration Framework: Guiding the design of WISE Curriculum and Assessments
The knowledge integration framework describes the learner as holding a repertoire of ideas, rather than a single account of most any scientific phenomena, consistent with extensive research in the field (Case, 1985; diSessa, 2000; Howe, Tolmie, Duchak-Tanner, Rattray, 2000; Metz, 2000; Siegler, 1995; Sisk-Hilton, 2009). The framework describes how instruction can take advantage of the repertoire of ideas held by individuals, and by the group of learners in the classroom (Eylon & Linn, in press; Linn, 2006). The framework describes four processes that jointly lead to knowledge integration. The processes enable students to sort out their repertoire of ideas to form a more coherent understanding of science. Designers and teachers use the pattern to inform creation and customization of curricular activities. The four processes are:
Elicit ideas. Knowledge integration emphasizes eliciting and building on student ideas. Research shows that students develop a repertoire of ideas about scientific phenomena that reflect their observations, experiences, and intellectual efforts. Many studies show the benefit of eliciting ideas or making predictions (e.g., Gunstone & Champagne, 1990). By articulating their ideas students are prepared to test them against new ideas.
Add ideas. Adding new ideas is the goal of every science activity. Technologies can make unique ideas visible (Linn, Lee, Tinker, Husic, & Chiu, 2006). Interactive visualizations illustrate phenomena that are too small (chemical reactions), fast (collisions), or massive (the solar system) to explore in the classroom. Virtual experiments can allow students to investigate situations that are complex (global climate change), dangerous (airbag deployment), or prolonged (genetic inheritance). In knowledge integration activities, new ideas are introduced using interactive experiments, visualizations, and other activities that allow learners to explore the relationships among all their ideas.
When new ideas meet the criteria of pivotal cases they are effective for promoting knowledge integration (Linn, 2005). Pivotal cases typically contrast two conditions that form a controlled experiment. For example, to help students interpret their idea that metals are naturally cold, developed from numerous observations that metal objects feel colder to the touch than wooden objects when at room temperature, Mr. K, a collaborating teacher asked students to contrast how metal and wood feel on a hot day at the beach and a cold day in the snow. In addition, pivotal cases are personally relevant and elicit a narrative. For example, when contrasting wood and metal on hot and cold days, the many students immediately start describing their own experiences getting into a hot car, walking on wooden or metal ramps, or freezing their fingers to a car door. Finally, pivotal cases emphasize the language and methods of science. For example, to make the metal and wood case effective, students are encouraged to contrast how objects feel on hot and cold days with their temperatures as measured using a thermometer. Instructors model the process of distinguishing heat flow from temperature using scientifically normative language. WISE designers seek pivotal cases so that new ideas are generative and productive.
Distinguish ideas. Students require carefully designed, supportive instruction to help them consider new ideas and distinguish productive ideas from unproductive ones. Students are prone to add new ideas and use them in the context where they were learned (school) but to ignore them under other circumstances (Linn & Hsi, 2000). Visualization can be deceptively clear: students may believe they understand a visualization without considering the details (Chiu & Linn, in press). WISE can guide students to distinguish among ideas by, for example, making drawings of their observations, conducting experiments to compare alternative explanations, or critiquing interpretations of visualizations.
Sort out ideas. Students need opportunities to try out their new ideas, reflect on the alternatives, and reorganize the connections among their ideas. WISE can guide students to organize their ideas in a narrative, explain their ideas to a peer, write a persuasive argument to a government official, or make a visual representation of their knowledge. These activities help students prioritize their ideas and identify the most coherent and generative views. Ultimately students need to coordinate productive ideas, prior knowledge, and experience to achieve coherent and durable scientific understanding.
Together these processes comprise the knowledge integration pattern (see Figure 4). The pattern can be used to design, review, or critique curriculum materials. It can offer new directions for refining an activity. WISE supports authors desiring to use the knowledge integration principles and pattern to design curricula that promote coherent scientific understanding and to design assessments to measure student ability to integrate their ideas.
A complete summary of WISE research, theoretical framework, technology and curriculum features is provided in a recent book by Slotta & Linn (2009). In addition Kali, Linn, & Roseman (2008) summarized the similarities and differences between the knowledge integration framework as reflected in the research by the Technology-Enhanced Learning in Science (TELS) center (see http://telscenter.org) and the curriculum framework employed by the Center for Curriculum Materials in Science (CCMS).
Copyright (C) 2010 HKIEd APFSLT. Volume 11, Issue 2 , Foreword (Dec., 2010). All Rights Reserved.
