Utilizing for Learning:The Epistemological Foundation of Science Education Reform
The learning by doing,using and creating advocated by science education reform is a kind of utilizing for learning paradigm,reflecting the shift from learning as knowledge cognition to learning as knowledge application in learning view.However,understanding the cognitive mecha-nisms of this new teaching paradigm has become a practical challenge for teachers.From the per-spective of Dewey and Polanyi's participatory epistemological stance,utilizing for learning shows a cognitive structure from subsidiary awareness to focal awareness;it contains two cognitive logics:part-whole and universal-particular;in terms of process specifications,cognitive strategies,knowl-edge and skills and cognitive abilities;it shows four characteristics:following reflective thinking,higher-order driving lower-order,recurrent skill and non-recurrent skill in parallel,and tacit knowing prior to explicit knowing;moreover,there are four key cognitive tensions in the cognitive process:edge-focus,concrete-abstract,normative-personal,and explicit-tacit.Understanding the epistemology of utilizing for learning has theoretical reference value for teachers to implement utiliz-ing for learning in the reform of science education.
science educationutilizing for learningepistemologyreflective thinkingtacit knowing
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