What Constructs "Knowledge"? Detaching Instructional Effects of "Playing" and "Telling" on Learning of Science Concepts

• In Event: 47.029 - Epistemic Cognition and Reasoning in Science Learning

Abstract

Our current view of teaching prefers hands-on doing over simply telling and believes that hands-on involvement could lead to an in-depth knowledge construction. That said, this study examines a question: what are the instructional elements that are critical for constructing knowledge during learning? In particular, this study tests the instructional effects of “playing” and “telling” on students’ learning of science concepts and provides insights into these two instructional components, which are often used in designing instructional activities. We hope our study can provide some preliminary data and engage the conference audience in a discussion.

Authors

• Lin Zhang, Providence College

• Jennifer Van Reet, Providence College