Implementing Inquiry Science with Knowledge Creation Approaches

Abstract

This chapter focuses on the theme of fostering science meaning-making among students using approaches that are anchored on the knowledge creation paradigm of learning. This paradigm views learning as a collaborative process of knowledge creation that focuses on improvement of common knowledge artefacts. Drawing from two research projects that studied two science classrooms in two Singaporean schools, this chapter explicates how teachers could help students achieve deeper understanding of science using two approaches: (1) a problem-based learning approach of a knowledge creation paradigm (KC-PBL) in a high school classroom and (2) a knowledge building (KB) approach in a primary school classroom. Despite the differences, the two approaches shared similar sociocultural theoretical foundation. They also share three pedagogical principles: (1) a focus on eliciting and improving students’ epistemic artefacts, (2) interacting with physical phenomenon and interacting with peers in epistemic discourse and (3) drawing from distributed knowledge and expertise among students.KeywordsInquiry scienceKnowledge creationKnowledge buildingIdea improvementEpistemic artefactsEpistemic discourseDistributed cognitionTechnology