Science IDEAS as a Knowledge-Based Model
The idea of knowledge-based models in instruction came from work in the development
of computer-based intelligent tutoring systems in the 1980’s. The idea of a knowledge-based
instructional architecture included a number of key components. The first was that
the conceptual knowledge to be taught and learned was specified clearly. That is
“knowledge representation” was the overarching component of the system. The second
was that all aspects of instruction and assessment were explicitly linked to the
knowledge representation component. Figure 1 shows an outline of a knowledge-based
instructional system.
( Figure 1 )
In contrast, Figure 2 illustrates the form of instructional architecture commonly
used in K-8 schools. As Figure 2 shows, teaching, learner activities, and assessment
processes of instruction are not explicitly linked to the knowledge to be taught
and learned.
( Figure 2 )
An illustration of how Science IDEAS is implemented as a knowledge-based system
is shown in the multi-day lesson structure shown in Figure 3. As Figure 3 shows,
the propositional concept map representing the knowledge to be taught and learned
provides a framework for insuring that instruction is conceptually coherent and
meaningful. In turn, Science IDEAS elements are first mapped on the different concepts
and then sequenced.
In interpreting Figure 3, it is important to note that (a) different Science
IDEAS elements could have been selected for instruction, (b) more activities could
have been added to different concepts, and (c) and alternate sequencing of activities
could have been chosen. However, despite the flexibility allowed in planning instruction,
the overall set of elements experienced by students form a sound pattern of instruction
on the topic.
( Figure 3 )
Example of a Science IDEAS Knowledge-Based
Lesson On Water Evaporation