Constructing and Transforming Knowledge
After just a short four weeks introducing, modelling and discovering ICT interaction in the classroom and throughout this course, I have been continually adding to my bank of knowledge on the course content. This week I read an interesting article on introducing different types of knowledge into the classroom.
Research has shown that there is two different types of knowledge (McCormick, 1997) suggesting this knowledge consists of static knowledge and dynamic knowledge. Static knowledge is about the learnings of concepts, procedures and facts, also known as constructing knowledge. However, dynamic knowledge or transforming knowledge is student learning to apply skills and process transform their understanding.
As a Pre-serviced teacher the two forms of knowledge are vital in the classroom. In a unit plan transforming and constructing knowledge will be utilised and put into place to develop student learning (McCormick, 1997). Students will start to develop constructing knowledge and move towards developing transforming knowledge.
After deconstructing the reading on different types of knowledge, backwards design was introduced following three steps in ensuring students understand concepts, procedures and facts. Backwards design has helped me to understand the importance of constructing knowledge in designing unit plans to follow a process making sure the desired learning outcomes are achieved. To ensure the learning objects are met, firstly it is vital to identify the result required, secondly determine the acceptable evidence and follow by planning the learning experiences and instructions for the unit (USQ, 2017). However backwards design also includes transformed knowledge with hands on experiments and the use of data from a range of sources. The ability to learn and apply skills takes into account both styles of knowledge to developing facts and skills for students (USQ, 2017).
As the assignment due date is quickly approaching both constructing and transformed knowledge play a big part in the backwards planning to building my unit plan for the assessment.
Happy Reading,
Meghan 🙂
McCormick, R. (1997). Conceptual and Procedural Knowledge. International Journal of Technology and Design Education, 7(1-2), 141–159. doi:10.1023/A:1008819912213
University of Southern Queensland, (2017). Constructing and Transforming Knowledge. Retrieved 20, 2017, from http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=706551&chapterid=53061
EDC3100 2017 MC 
Hi Meghan,
I too have been continually adding to my bank of knowledge on the course content.
Through my interaction with EDC3100 course material I have become aware of the vast range of terminology and phrases aligned with this course. I believe as a pre-service teacher it is important to identify and apply the two forms of knowledge in the classroom. Information noted in this blog post is important to note when it comes time for me as a future educator. I will be required to take this is into consideration when planning and executing authentic learning experiences in the classroom.
Great read!
Many thanks,
Nicole
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