{"id":94,"date":"2019-03-24T07:37:30","date_gmt":"2019-03-24T14:37:30","guid":{"rendered":"https:\/\/blogs.ubc.ca\/jessicashea\/?page_id=94"},"modified":"2019-03-24T07:37:30","modified_gmt":"2019-03-24T14:37:30","slug":"knowledge-diffusion","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/jessicashea\/knowledge-diffusion\/","title":{"rendered":"Knowledge Diffusion"},"content":{"rendered":"<p style=\"text-align: center;\"><em>How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities? Provide examples to illustrate your points.<\/em><\/p>\n<p>Virtual field trips or VFTs provide teachers with the opportunity to take learning beyond the confines of the classroom walls. Spicer &amp; Stratford, 2001, discuss various virtual field trips. They explain that an online expedition or exploration could be \u201ca way of replacing what they perceived as an outmoded, expensive, risky and difficult to manage\/timetable biology teaching experience, namely the \u2018real\u2019 field trip,\u201d thus, allowing students to construct scientific knowledge to be constructed without physically taking students outside of the classroom. They also through their various researched studies that it was \u201cfound that use of VFT increased the ability of students to solve \u2018real world problems\u2019\u201d (Spicer &amp; Stratford, 2001).<\/p>\n<p>Knowledge can generally be constructed through VFTs, but Spicer and Stratford (2001) suggest that while it may not specifically <em>replace<\/em> a real field trip, VFTs may <em>enhance <\/em>a real field trip by preparing them for what they were going to experience and allowing them to build a baseline of knowledge prior to physically visiting a site.<\/p>\n<p>Virtual field trips are something I would find very useful in my own personal context of teaching right now. I am in a very isolated, rural place in Labrador. There are very limited opportunities for my students to have field trips. In fact, they don\u2019t really have field trips at all. They may have an opportunity to travel with sports teams, but in those cases they are not travelling for a truly educational experience. A virtual field trip would provide these students with the opportunity to be exposed to many different ideas and concepts they wouldn\u2019t otherwise be exposed to. Textbooks often provide students with pictures and examples but they aren\u2019t meaningful to many of these students because they\u2019ve never had the chance to see or experience these things. These students also have many conceptual challenges in learning because they don\u2019t have a lot of real-life experiences to disprove some of their misconceptions. Driver et al. (1994) state \u201cthe core commitment of a constructivist position [is] that knowledge is not transmitted directly from one knower to another, but is actively build up by the learner.\u201d By providing students with VFTs, they can construct their knowledge, whether it be in math or science, instead of just relying on the knowledge being given by the instructor.<\/p>\n<p>References:<\/p>\n<p>Driver, R., Asoko, H., Leach, J., Mortimer, E. &amp; Scott, P. (1994). Constructing scientific knowledge in the classroom.\u00a0<em>Educational Researcher,\u00a0<\/em>23(7), 5-12.<\/p>\n<p>Spicer, J. I. &amp; Stratford, J. (2001). Student perceptions of virtual field trip to replace a real field trip.\u00a0<em>Journal of Computer Assisted Learning<\/em>, 17(1), 345-354.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities? Provide examples to illustrate your points. Virtual field trips or VFTs provide teachers with the opportunity to take learning beyond the confines &hellip; <a href=\"https:\/\/blogs.ubc.ca\/jessicashea\/knowledge-diffusion\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":50888,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-94","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/jessicashea\/wp-json\/wp\/v2\/pages\/94","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/jessicashea\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/jessicashea\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/jessicashea\/wp-json\/wp\/v2\/users\/50888"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/jessicashea\/wp-json\/wp\/v2\/comments?post=94"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/jessicashea\/wp-json\/wp\/v2\/pages\/94\/revisions"}],"predecessor-version":[{"id":95,"href":"https:\/\/blogs.ubc.ca\/jessicashea\/wp-json\/wp\/v2\/pages\/94\/revisions\/95"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/jessicashea\/wp-json\/wp\/v2\/media?parent=94"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}