Knowledge in Pieces: Implications for Design

Autor/inn/en	Minshew, Lana Marie; Barber-Lester, Kelly Johnson; Derry, Sharon J.; Anderson, Janice L.
Titel	Knowledge in Pieces: Implications for Design
Quelle	(2018), (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Processes; Guidelines; Physical Sciences; Middle School Students; Science Curriculum; Energy; Curriculum Development; Educational Change; Instructional Design; Scientific Concepts; Concept Formation; Food; Biology; Ecology; Constructivism (Learning); Student Attitudes + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Richtlinien; Natural sciences; Naturwissenschaften; Naturwissenschaft; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Energie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Lesson concept; Lessonplan; Unterrichtsentwurf; Concept learning; Begriffsbildung; Lebensmittel; Biologie; Ökologie; Schülerverhalten
Abstract	It is difficult to explore and understand how student knowledge develops with regard to complex systems, such as ecosystems. This study proposes the use of a Knowledge in Pieces(KiP) framework to analyze student knowledge and development in the domain of life sciences. The aim was to utilize quantitative and qualitative analyses of student resources to drive the design and modification of a middle school science curriculum focused on flow of energy and cycling of matter in ecosystems. Early findings suggest that students had resources in five major areas of the tested curriculum and that student resources advanced in complexity and organization after implementation. The use of the KiP framework to examine student understanding is novel in this science domain, and is important because it frames student understanding from a resource, rather than deficit, perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01