Theory Into Practice

Author:

Li Tingting1,Miller Emily Adah2,Krajcik Joseph S.1

Affiliation:

1. Michigan State University, USA

2. University of Georgia, USA

Abstract

Facing the increasingly complex and ever-changing environment of present challenges, citizens in the fourth industrial revolution across the globe will need to develop knowledge-in-use proficiencies, which equips them with the scientific knowledge to make evidence-based informed decisions, support policy changes, and understand future consequences of lack of action. However, knowledge-in-use is a complex construct with multiple different sub-components. It remains challenging to both understand the underlying information processing mechanism and the inner cognitive process of knowledge-in-use. This chapter unfolds the latent process of developing knowledge-in-use by referencing several landmark cognitive models. Building on that, this chapter discusses how a project-based learning environment has the potential to support students' knowledge-in-use development.

Publisher

IGI Global

Reference51 articles.

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2. Transforming standards into classrooms for knowledge-in-use: an effective and coherent project-based learning system;Disciplinary and Interdisciplinary Science Education Research;2023-12-20

3. The relationships between elementary students' knowledge‐in‐use performance and their science achievement;Journal of Research in Science Teaching;2023-09-09

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