The Knowledge Integration Perspective on Learning and Instruction  

Oleh:

Linn, Marcia C.

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 243-264.
Topik: Learning; Knowledge Integration; Instruction; Science Learning
Fulltext: The Knowledge Integration Perspective on Learning and Instruction.pdf (2.21MB)

Isi artikel

The knowledge integration perspective emerged from studies of the conceptions of scienti?c phenomena that students bring to science class, from design studies re?ning science instruction, and from longitudinal studies of students’ learning over weeks, months, and years. These studies stress that learners grapple with multiple, con?icting, and often confusing, ideas about scienti?c phenomena. They characterize learners as developing a repertoire of ideas, adding new ideas from instruction, experience, or social interactions, sorting out these ideas in varied contexts, making connections among ideas at multiple levels of analysis, developing more and more nuanced criteria for evaluating ideas, and formulating an increasingly linked set of views about any phenomenon. The knowledge integration perspective capitalizes on the varied ideas held by students both individually and collectively to stimulate science learning. The knowledge integration perspective synthesizes recent investigations of science learning and instruction, culminating in a set of design patterns that promote coherent and cohesive understanding, and design principles that guide customization of patterns. This chapter describes the process of knowledge integration and how knowledge integration resonates with current research programs. It offers guidance to researchers and curriculum designers wishing to promote lifelong science learning.

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