Teacher Education and a Guided Approach for Knowledge Creation
Frank de Jong, Bert Reijnen, & Peter Boshuizen, Stoas University of Applied Sciences and Teacher Education, The Netherlands
Illustrated is the way we worked with knowledge creation, and its implementation process in a Bachelor teacher education. It turned out that students and teachers have a need for a guiding support for learning and didactical arts. The ‘knowledge creation spiral’ as didactical model and ‘process, principles, procedure’ overview seems to provide higher education students and teachers the guidance they need when moving their teaching toward a more knowledge creation way to improve students understanding and knowledge competency. Teacher themselves created the spiral, and didactical arts related to the knowledge creation principles. Students appreciated and used the guidance frequently. This research resulted in a Master curriculum Learning and Innovation for vocational education mainly based on knowledge creation didactic.
From the literature, conceptual change is cognitive development process where initial knowledge structure go through changes. Vosniadou et al. (2008) claim that learners operate on theory-like knowledge base where conceptual change is re-organization of building blocks of a theory - be ontological shifts (Vosniadou & Brewer, 1992) or creation of new ontological categories (Chi, 1992). Collaborative knowledge building (KB) (Bereiter & Scardamalia, 1993), on the other hand, is continuous collaborative intentional efforts in creation and refinement of knowledge exhibited by groups of people that potentially lead to advancement of ideas and production of new knowledge. Personal epistemology (Perry, 1970) is about personal views on diversity and uncertainty with respect to new ideas or knowledge from others.
Research on PE and approach to knowledge together detailed a more in depth and complementary insight to the importance of 4 aspects of a person’s beliefs in knowledge and ways of knowing for conceptual change in KB discourses: 1) level of objectification of knowledge (from personal inner representation to knowledge artifact), 2) structure of knowledge (from disconnected ideas to theory-like strucutres), 3) likelihood of modifying own understanding (from unlikely to open for continual improvement), and 4) structure of justifications (from personal beliefs to explanatory coherence of data from different perspectives).
Questionnaire on PE & justifications, and content analysis on knowledge contributed will be conducted to investigate conceptual change in knowledge building discourse, thus design research be conducted to test the thesis.