How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities?
The human race constructs our own knowledge of the world. Scientific knowledge has been constructed over thousands of years of observations and individuals trying to make sense of their observations. Mathematics is at the base for much of the scientific knowledge we see. Math knowledge is constructed as a means of counting and sorting out objects or information. Anthropologists believe due to the existence of 10 readily available fingers humans developed a “base-10” number system to sort out this information. Evidenced by the fact that the word “digit,” as well as its translation in many other languages, refers to both fingers and numerals (Wolchover, 2012). Even in relatively simple domains of science, the concepts used to describe and model the domain are not revealed in an obvious way by reading the “book of nature.” Rather, they are constructs that have been invented and imposed on phenomena in attempts to interpret and explain them, often as results of considerable intellectual struggles (Driver, Asoko, Leach, Scott & Mortimer, 1994). The article “Constructing scientific knowledge in the classroom”(1994) argues that empirical study of the natural world will not reveal scientific knowledge because scientific knowledge is discursive in nature.
Authority figures play a major role in a student’s construction of scientific knowledge. If students are to adopt scientific ways of knowing, then intervention and negotiation with an authority, usually the teacher, is essential (Driver, Asoko, Leach, Scott & Mortimer, 1994). This is why it is critical for teachers to be properly trained and not give inaccurate information to students that could create a conflict with accurate facts later in life.
Certainly networked communities and social platforms like Second Life can be used to provide opportunities for student to experience math and science learning activities (Mathews, Andrews, & Luck, 2012). The problem with knowledge being constructed in these ‘worlds’ is the potential of not associating the connection of this knowledge to the relevancy in the natural world. I think what these communities should focus on is the learning community and be used as an option to provide simulations that mirror what can be observed in the natural world. When students encounter authority figures in these communities it is important that they can engage and interact with questions to negotiate their own answers. The environments can create a social culture that promotes scientific learning much the same as the real world environment can.
References:
Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational researcher, 23(7), 5-12.
Mathews, S., Andrews, L., & Luck, E. (2012). Developing a Second Life virtual field trip for university students: an action research approach. Educational Research, 54(1), 17-38.
Wolchover, N. (2012, May 11). What If Our Hands Had 6 Fingers?. LiveScience. Retrieved March 26, 2014, from http://www.livescience.com/20241-hands-fingers.html