可视化知识的复杂性支持大学教学的专业发展

I. Kinchin, Paulo R. M. Correia
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引用次数: 5

摘要

知识可能以不同的形式存在,这一想法对许多大学教师来说是一个概念上的挑战。我们的经验表明,STEM教师倾向于通过单一的认识论视角来看待知识,受其学科背景的驱动。这种狭隘的观点阻碍了教学在传统传播模式之外的发展。为了帮助STEM学者接触到更广泛的知识视野(从而帮助他们的学生从事有意义的学习,而不排除根深蒂固的文化观点),我们提出了一个进入知识生态的门户。在这种情况下,门户是通过使用蛋白质结构的类比来创建的——这是一个科学教师将熟悉的复杂概念,它证明了对单一物体进行多重视角的重要性。在这篇概念性论文中,我们将其作为一种工具来支持采用多认知的知识欣赏,这可能会导致大学教学中更学术的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Visualizing the Complexity of Knowledges to Support the Professional Development of University Teaching
The idea that knowledge may exist in different forms may present a conceptual challenge for many university teachers. Our experience has shown that STEM teachers tend to view knowledge through a singular epistemological lens, driven by their disciplinary background. Such a restricted view impedes the development of teaching beyond traditional transmission models. In order to help STEM academics engage with a broader view of knowledge (and so help their students to engage in meaningful learning that does not exclude deeply held cultural perspectives), we propose a gateway into the ecology of knowledges. In this case, the gateway is created by using the analogy of protein structure—a complex idea that science teachers will be familiar with, and which demonstrates the importance of multiple perspectives on a single object. In this conceptual paper, we offer this as a tool to support the adoption of a multi-epistemic appreciation of knowledge that may lead to a more scholarly approach to university teaching.
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