{"id":588,"date":"2018-03-09T17:48:34","date_gmt":"2018-03-10T00:48:34","guid":{"rendered":"https:\/\/blogs.ubc.ca\/mgrant\/?page_id=588"},"modified":"2018-03-27T09:40:37","modified_gmt":"2018-03-27T16:40:37","slug":"knowledge-mobilization-in-stem","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/mgrant\/etec-533\/module-c\/knowledge-mobilization-in-stem\/","title":{"rendered":"Knowledge Mobilization in STEM"},"content":{"rendered":"<p><i><span style=\"font-weight: 400;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-617 aligncenter\" src=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/teacher-2816112_1920-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/teacher-2816112_1920-300x300.jpg 300w, https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/teacher-2816112_1920-150x150.jpg 150w, https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/teacher-2816112_1920-768x768.jpg 768w, https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/teacher-2816112_1920-1024x1024.jpg 1024w, https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/teacher-2816112_1920.jpg 1920w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/span><\/i><\/p>\n<p><i><span style=\"font-weight: 400;\">Compare the examples of networked communities you focused on. What are several cognitive and social affordances of membership in these networked communities? How might understanding of a math or science misconception be addressed in these technology-enhanced environments? Name the misconception and describe it in your post, drawing upon the reading(s) you did for the social construction of knowledge.<\/span><\/i><\/p>\n<hr \/>\n<p><span style=\"font-weight: 400;\">I can honestly say, I was excited to delve into the networked communities of the Exploratorium and various virtual field trips and web-based expeditions. <\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">The Exploratorium believes that \u201cThe Science of Sharing\u201d experiences aren\u2019t just about play but importantly thinking about critical challenges that can lead to knowledge and reflection of the worlds pressing problems. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Various Virtual Field Trips and Web-Based Expeditions <\/span><\/li>\n<\/ul>\n<p><iframe loading=\"lazy\" title=\"Expeditions: Take your students to places a school bus can&#039;t\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/mlYJdZeA9w4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><span style=\"font-weight: 400;\">Both of these networked communities have students engaged in practical and discovery activities which can lead to deeper understanding. Gutwill, J. P., &amp; Allen, S. (2011) stated that experimental inquiry games, similar to tasks in Exploratorium, culminate two inquiry skills: <\/span><\/p>\n<p><span style=\"font-weight: 400;\">1)Proposing actions: making a plan or asking a question at the start of an investigation <\/span><\/p>\n<p><span style=\"font-weight: 400;\">2)Interpreting results: making observations, drawing conclusions, or giving explanations during or after an investigation. Furthermore, Gutwill, J. P., &amp; Allen, S. (2011) recognized several key principles when students are embodied in the design of authentic learning experiences in math or science: <\/span><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\">Builds on on learners prior knowledge <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Teaches through modeling, scaffolding and fading<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Identifies skills explicit <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Supports metacognition<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Supports collaboration<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Strikes a balance between choice and guidance<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Places realistic demands on teachers<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">I found that principle of finding \u201c a balance between choice and guidance\u201d is the true essence of STEM. Earlier in this course, Confrey stated, \u201cchildren develop ideas about their world, develop meanings for words used in science, and develop strategies to obtain explanations for how and why things behave as they do\u201d (Confrey, 1990, p. 3). If this is true, teachers need to promote \u201cchange in pupils\u2019 ideas is to show pupils the limitations of their discrepant event\u201d (p.89). During a PL session for STEAM, we were given makerspace materials to create projects, and we were given time to consolidate with our group to make the project. Right before we started we told that we would \u201ctake\u201d item from someone group to enhance or better or project. Unbeknownst to us, a major component for our project was taken! Morgan, A., &amp; Barden, M. (. e. (2015) Constraint-Led method and mindset that embraces constraint when developing new ideas. <\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-605 aligncenter\" src=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/Screen-Shot-2018-03-27-at-10.06.35-AM-300x267.png\" alt=\"\" width=\"300\" height=\"267\" srcset=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/Screen-Shot-2018-03-27-at-10.06.35-AM-300x267.png 300w, https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/Screen-Shot-2018-03-27-at-10.06.35-AM.png 643w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><a href=\"http:\/\/www.abeautifulconstraint.com\/the-approach\/\"><span style=\"font-weight: 400;\">Image Source<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400;\">This approach to address scientific content in an area where misconceptions are held, then through leading through constraints led innovation many students can reconstruct their thinking. Students can deconstruct their knowledge and reconstruct it using critical thinking and logical reasoning. Finally, Gutwill, J. P., &amp; Allen, S. (2011) concluded that learners who were engaged in activity structure within a networked community tended to make correct interpretation after instruction. (p. 149)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Driver, R., Asoko, H., Leach, J., Scott, P., &amp; Mortimer, E. (1994). Constructing scientific knowledge in the classroom. <\/span><i><span style=\"font-weight: 400;\">Educational researcher, 23<\/span><\/i><span style=\"font-weight: 400;\">(7), 5-12<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Gutwill, J. P., &amp; Allen, S. (2011). Deepening students\u2019 scientific inquiry skills during a science museum field trip. <\/span><i><span style=\"font-weight: 400;\">Journal of the Learning Sciences, 21<\/span><\/i><span style=\"font-weight: 400;\">(1), 130-181<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Morgan, A., &amp; Barden, M. (. e. (2015). <\/span><i><span style=\"font-weight: 400;\">A beautiful constraint: How to transform your limitations into advantages, and why it&#8217;s everyone&#8217;s business<\/span><\/i><span style=\"font-weight: 400;\">. Hoboken, New Jersey: John Wiley &amp; Sons, Inc.<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Compare the examples of networked communities you focused on. What are several cognitive and social affordances of membership in these networked communities? How might understanding of a math or science misconception be addressed in these technology-enhanced environments? Name the misconception &hellip; <a href=\"https:\/\/blogs.ubc.ca\/mgrant\/etec-533\/module-c\/knowledge-mobilization-in-stem\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":50025,"featured_media":0,"parent":147,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-588","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages\/588","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/users\/50025"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/comments?post=588"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages\/588\/revisions"}],"predecessor-version":[{"id":618,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages\/588\/revisions\/618"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages\/147"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/media?parent=588"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}