Knowledge diffusion in STEM
How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities? Provide examples to illustrate your points.
There are many ways to construct knowledge in math. Zegarac (2016), advocates a balanced approach between building understanding and developing skills. “We know that when students learn skills in isolation, they will not necessarily know how to apply them in the real world” (p.3). Rather than relegate mathematics to a subject taught at a particular time of the day, teachers are being asked to help their students explore the multiple ways they experience math in their everyday lives. An effective approach for constructing mathematical knowledge is through Problem Based Learning (PBL). In PBL students develop skills by focusing on solving problems that are situated within a real world context. According to MacMath et al. (2009), PBL is a valuable strategy to create enthusiasm, check for diagnosing misconceptions, and for learning collaboratively. PBL scenarios are often multifaceted and lend themselves to connection with other areas of the curriculum. Students engaged in this process are more likely to develop an understanding of abstract and conceptual mathematical ideas when they can see the connections to the real world. Data reported by Carraher et al. (1985), showed an enhance ability by students to solve computational problems in natural real world setting when compared to their ability to solve the same problems out of context.
One of the challenges of providing authentic PBL is the lack of resources and/or opportunities to take learning outside the classroom. However, Technology bridges this gap by making it possible to bring the community into the classroom. One of the powerful learning opportunities that can be exercised online is through established networked communities. Accessing to networked communities connects students to powerful opportunities to expand their knowledge. Making connections locally and/or globally can be used as a platform for students to connect with others on topics of real world interest. Not only do networked communities allow for the creation of knowledge in a community environment, but students also learn to appreciate the significance of how ideas live and grow in the real world. They also discover that learning is an experience and not an isolated event.
One resource that I am aware of that supports networked and collaborative learning is iEARN. This site provides an array of different projects which allow students to engage in collaborative sharing of ideas and learning. There are a variety of projects that span different subjects and support integration across the curriculum.
References:
Carraher, T. N., Carraher, David W, & Schliemann , A. D. (1985). Mathematics in the streets and in schools . British Journal of Developmental Psychology , 3, 21–29.
Jcarleton (31 Jul. 2014.). Professional Development | iEARN Canada. Iearn-canada.org. Retrieved from http://www.iearn-canada.org/category/professional-development/
MacMath, S., Wallace, J., & Chi, X. (2009, November). Problem-Based Learning in Mathematics. A Tool for Developing Students’ Conceptual Knowledge . Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_problem_based_math.pdf
Zegarac , G. (2016, April 8). Ontario’s Renewed Mathematics Strategy . Retrieved from chrome-extension://feepmdlmhplaojabeoecaobfmibooaid/http://www.edu.gov.on.ca/eng/policyfunding/memos/april2016/dm_math_strategy.pdf