Scaffolded knowledge integration: Difference between revisions
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== Definition == | == Definition == | ||
{{quotation | In the SKI framework, learners are viewed as adding to their repertoire of ideas and reorganising their knowledgeweb about science. Students sort out their ideas as a result of instruction, experience, observation, and reflection (Linn & Hsi, 2000). The framework is organised around four principles to promote knowledge integration: (a) making science accessible for students, (b) making thinking visible for students, (c) providing social supports for students, and (d) promoting lifelong science learning.}} (Williams & Linn, 2002: 416). | |||
== References == | == References == | ||
* Linn, M. C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126. [http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/ | * Linn, M. C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126. [http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/BF02214052 Abstract/PDF] {{ar}} | ||
* Williams, M. & Linn, M. C.(2002)WISE Inquiry in Fifth Grade Biology.Research in Science Education, 32 (4), 415-436. [http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1023/A:1022452719316 Abstract/HTML/PDF] {{ar}}. | * Williams, M. & Linn, M. C.(2002)WISE Inquiry in Fifth Grade Biology.Research in Science Education, 32 (4), 415-436. [http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1023/A:1022452719316 Abstract/HTML/PDF] {{ar}}. | ||
Revision as of 14:43, 19 July 2006
Definition
“In the SKI framework, learners are viewed as adding to their repertoire of ideas and reorganising their knowledgeweb about science. Students sort out their ideas as a result of instruction, experience, observation, and reflection (Linn & Hsi, 2000). The framework is organised around four principles to promote knowledge integration: (a) making science accessible for students, (b) making thinking visible for students, (c) providing social supports for students, and (d) promoting lifelong science learning.” (Williams & Linn, 2002: 416).
References
- Linn, M. C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126. Abstract/PDF (Access restricted)
- Williams, M. & Linn, M. C.(2002)WISE Inquiry in Fifth Grade Biology.Research in Science Education, 32 (4), 415-436. Abstract/HTML/PDF (Access restricted).