Constructing or transforming knowledge?

This week I have been learning about the two types of knowledge: constructing (static) and transforming (dynamic). Constructing knowledge is when we learn about concepts, facts and procedures (McCormick, 1997). While transforming knowledge is how we apply the constructed knowledge in a new context. In the classroom, a student learning the sounds that letters make is constructing knowledge. When students use their knowledge of the letter sounds to decode words in a book, they are transforming knowledge. The students are using the facts (constructing) they have learned to enable them to read the words (transforming) in a book that they can make meaning from. The important thing here is that while learning the concepts/facts is necessary, what they do with that knowledge is just as important.

Blooms taxonomy demonstrates the depth of learning from developing basic knowledge to deeper and more complex learning (Churchill et al.,2013). I found the hierarchical classifications useful in understanding the difference between constructing and transforming knowledge.

Constructing knowledge: (lower order thinking skills)

  • Remember (define, list, memorise)
  • Understand (explain, discuss, identify, describe)

Transforming knowledge: (higher order thinking skills)

  • Apply (use, execute, implement, solve, demonstrate)
  • Analyse (organise, examine, question, experiment)
  • Evaluate (appraise, argue, judge, critique)
  • Create (design, construct, develop, investigate)

 

Blooms

 

References

Bloom’s Taxonomy [image]. (2017). Retrieved from https://cft.vanderbilt.edu/wpcontent/uploads/sites/59/Blooms-Taxonomy-650×366.jpg

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., . . . Vick, M. (2013). Teaching: making a difference (Vol. Second). Milton, Queensland: Wiley.

McCormick, R. (1997). Conceptual and Procedural Knowledge. International Journal of Technology and Design Education, 7(1-2), 141–159. doi:10.1023/A:1008819912213

 

 

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