Scientific knowledge has always been seen as something that some people possess (and hence they are smart) and others don’t quite get. In many ways it comes across as an individualistic field of endeavour that requires very little social interaction. However, as Radinsky, Olivia & Alamar (2010) point out that scientific knowledge is produced by “communities of scientists generate new knowledge through a collective, contested, negotiated process, based on communication and mutual accommodation of ideas”. This view of how scientific knowledge is generated builds on social constructivism theory of Vygotsky. Applying a social constructivist approach in the classroom helps students to have better conceptual understanding because of they are able to discuss and argue their ideas with their peers.
Learning for Use (LfU) model, which is also based on a constructivist approach to learning, is based on three core principles, motivating to acquire knowledge, constructing knowledge and refining knowledge (Edelson, 2001). I believe that the LfU model can be beneficial in help students acquire scientific knowledge in a manner that helps them to construct their knowledge in a meaningful way. The interactions that this model provides, as exemplified by the Create-a-World Project (Edelson, 2001), gives students an opportunity to use their inquiry skills to have a better understanding of the world and the way scientific knowledge is acquired.
I teach a course about environmental chemistry and one of the aims of the course is to get students to have an appreciation for how the choices we make, especially with regards to pollution and living in a sustainable manner, have an impact on the world we are leaving for the future. In using the LfU model to teach one aspect of this course, these are the activities I would plan.
Motivation:
Activities create a demand for knowledge when they demand require that learners apply that knowledge to complete them successfully.
Students would be asked to work in groups to create their dream city, identifying the natural and man-made resources and what they believe the ideal population density would be based on the size of their city. Groups would have to give reasons for the choices they have made.
Construction of Knowledge:
Activities that provide learners with direct experience of novel phenomena can enable them to observe relationships that they encode in new knowledge structures.
Each group will be use ArcGIS maps to view a selected city. The maps will show two views of the city, one which was from almost 30 years ago and the other which is the present-day view of the city. Groups will analyse the images for changes in the features of the city. Groups will do further research to determine the factors that have lead to changes in the features of the cities.
Refining Knowledge:
Activities that provide opportunities for learners to retrospectively reflect upon their knowledge and
experiences retrospectively, provide the opportunity to reorganize and reindex their knowledge.
Groups will then go back to consider their dream city and discuss the likelihood of some of the changes they observed on the ArcGIS maps happening to their city. Groups will also discuss what plans they would implement to prevent these changes from occurring.
Edelson, D. C. (2001). Learning‐for‐use: A framework for the design of technology‐supported inquiry
activities. Journal of Research in Science teaching, 38(3), 355-385.
Radinsky, J., Oliva, S., & Alamar, K. (2010). Camila, the earth, and the sun: Constructing an idea as
shared intellectual property. Journal of Research in Science Teaching, 47(6), 619-642.
Hi Kamille
I like the fact that this project can be expanded in so many ways.
I wonder what the “ideal population density” should be in Vancouver. On one hand, I like more people coming to Vancouver and thus house prices go up — so I can sell my home and retire in the suburbs. On the other hand, where our my own children going to live?
A good next step might be to look at making your own products — such as soap. Is it more environment to go to the store to buy your soap or to make it? What factors would you need to consider? I spent last Friday at a local ProD making and learning about the science behind making soap — now I can add “artisan soap maker” to my list of talents.
Christopher
Kamille,
What a great lesson that you have designed here! One of the things that I love the most about it is that, through the LfU framework, you’ve framed an issue that maybe students wouldn’t see their own impact on, and you’ve made it so accessible and applicable to their own lives RIGHT NOW, not just in the future. But, students are also prepared to be responsible and informed citizens in the future. Your lesson balances these two very well.
A few ideas that sprang to mind while reading:
– Using Apple Map’s “Flyover” feature would be a great way for students to explore in real time and see more detailed than a simple map.
– How cool would it be if the technology teacher also got on board with the lesson and students actually designed those new cities in Minecraft EDU or some similar software!
The thing that I like the most about LfU is that, because it is stressing current, authentic knowledge, the cross-curricular applications are so prevalent and natural. For example, in your lesson, math could examine equations to figure out erosion, pollution rates, etc, social studies can study how cities of the past in different cultures were created (think Roman aqueducts, South Asian rice terraces, etc.), Science is covered here, ELA could write about living in the city or even focus on persuasive speeches on how our cities need to be reformed). All of these activities bring the topic even closer to home and they were all started in an authentic way that students could get excited about. All of these could be showcased to parents and the community at the end, bringing in parental and community support! Suddenly, the lesson is no longer fragmented in each classroom, but education is a solid whole that makes sense!
Thanks for letting me hijack your idea for a while and for your post!
-Jonathan-