In an online environment rich in unmediated content, the ability to evaluate sources of knowledge... more In an online environment rich in unmediated content, the ability to evaluate sources of knowledge for credibility is a key component of digital literacy. However, most instruction on judging the accuracy and reliability of information relies on giving students checklists of criteria and this has only fleeting changes to skills and behavior. To have the flexibility to productively participate in a society awash with emerging and disruptive forms of knowledge creation and distribution, students need to be taught the skills to collaboratively develop their own criteria for evaluating the validity of information. This paper describes a formative intervention, based on Vygotskian principles, in which students confront contradictions in their practice as a stimulus for their learning and development. A second stimulus is provided by the collaborative creation of a mediating conceptual artifact, a tool for accuracy and reliability of digital information, which is reformulated and applied. Using such artifacts to evaluate the accuracy and reliability of complex and problematic sources externalizes the generation of criteria. This process nurtures students’ emerging identity as scientists through increasingly sophisticated decision making and metacognitive reflection, and motivates students to embed more sophisticated, reasoned judgments.
skills in new second year paediatric residents. As expected, confidence in activities requiring a... more skills in new second year paediatric residents. As expected, confidence in activities requiring a higher level of skill, such as dealing with difficult personalities, did not improve immediately, but may increase in time. Although our findings were limited by a small sample size, we plan to incorporate this leadership training into our residency programme curriculum and to follow resident leadership development longitudinally.
This chapter explores Dewey's construct of aesthetic experience and the role that the aesthetic p... more This chapter explores Dewey's construct of aesthetic experience and the role that the aesthetic plays in knowing: knowing as a coherence of things to be known, developing one's sense of identity in relation to that knowing, and the passions that emerge in an 'aesthetic experience' that lays the foundation for future knowing, identity and passions. Drawing on Dewey's ideas, Girod, Rau and Schepige developed the construct 'Aesthetic understanding' to provide a theoretical lens for describing students' experience of coming to know science content. This chapter develops the aesthetic understanding construct further into a methodological framework, called a Knowledge-Identity-Passion (KIP) Analysis, that can be applied to research exploring aesthetic experience in two 'research moments': the immediate effects of an aesthetic experience on knowledge, identity and passion; and the life trajectory that follows an aesthetic experience. A KIP analysis can be applied to research examining the effects and meanings attached to experiences through close analysis of knowledge, identity and passion, both individually and in relation to each other. To illustrate the power of a KIP analysis narratives of four science educators are provided. The 4 practical applications and methodological possibilities and limitations of a KIP Analysis are then discussed.
In an online environment rich in unmediated content, the ability to evaluate sources of knowledge... more In an online environment rich in unmediated content, the ability to evaluate sources of knowledge for credibility is a key component of digital literacy. However, most instruction on judging the accuracy and reliability of information relies on giving students checklists of criteria and this has only fleeting changes to skills and behavior. To have the flexibility to productively participate in a society awash with emerging and disruptive forms of knowledge creation and distribution, students need to be taught the skills to collaboratively develop their own criteria for evaluating the validity of information. This paper describes a formative intervention, based on Vygotskian principles, in which students confront contradictions in their practice as a stimulus for their learning and development. A second stimulus is provided by the collaborative creation of a mediating conceptual artifact, a tool for accuracy and reliability of digital information, which is reformulated and applied. Using such artifacts to evaluate the accuracy and reliability of complex and problematic sources externalizes the generation of criteria. This process nurtures students’ emerging identity as scientists through increasingly sophisticated decision making and metacognitive reflection, and motivates students to embed more sophisticated, reasoned judgments.
skills in new second year paediatric residents. As expected, confidence in activities requiring a... more skills in new second year paediatric residents. As expected, confidence in activities requiring a higher level of skill, such as dealing with difficult personalities, did not improve immediately, but may increase in time. Although our findings were limited by a small sample size, we plan to incorporate this leadership training into our residency programme curriculum and to follow resident leadership development longitudinally.
This chapter explores Dewey's construct of aesthetic experience and the role that the aesthetic p... more This chapter explores Dewey's construct of aesthetic experience and the role that the aesthetic plays in knowing: knowing as a coherence of things to be known, developing one's sense of identity in relation to that knowing, and the passions that emerge in an 'aesthetic experience' that lays the foundation for future knowing, identity and passions. Drawing on Dewey's ideas, Girod, Rau and Schepige developed the construct 'Aesthetic understanding' to provide a theoretical lens for describing students' experience of coming to know science content. This chapter develops the aesthetic understanding construct further into a methodological framework, called a Knowledge-Identity-Passion (KIP) Analysis, that can be applied to research exploring aesthetic experience in two 'research moments': the immediate effects of an aesthetic experience on knowledge, identity and passion; and the life trajectory that follows an aesthetic experience. A KIP analysis can be applied to research examining the effects and meanings attached to experiences through close analysis of knowledge, identity and passion, both individually and in relation to each other. To illustrate the power of a KIP analysis narratives of four science educators are provided. The 4 practical applications and methodological possibilities and limitations of a KIP Analysis are then discussed.
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