Integrating Popper three world perspectives with Bereiter’s knowledge building and conceptual learning into CSCL learning environment for knowledge co
Online discussion has been implemented in higher education sectors for many years but how students can learn with on-line discussion is still under debate. A phenomenographic research conducted by Goodyear and Zenior has provided some insight for further discussion. However, I like their contribution in integrating Popper three world perspectives with Bereiter’s knowledge building and conceptual learning into the explanation of learning through online discussion.
According to Bereiter (2002), Popper (1972) has defined three world of knowledge:
World I: the objective physical world
World II: the subjective inner world of mental states, feelings and beliefs
World III: world of ideas
Bereiter further elaborated that student learning at school mostly is under world II. Both WI and WII assumed that mind is like a container where knowledge is something that can be moved from teacher’s mind to student’s mind under the industrial age society. The world I objective physical knowledge has been transformed into book and knowledge in school and taught by teacher to individual mind as individual knowledge under world II. However, world I and world II cannot explain progressive knowledge development which can’t be located in world I or world II. Bereiter introduced conceptual artifacts under three basic assumptions of knowledge in the knowledge age:
Goodyear and Zenios highlighted that WII learning is personal while WIII is about knowledge building which is public. Conceptual learning is about the development of individual learning in WII but the knowledge learned is not enough for students to create new knowledge in the ever changing knowledge based society. As a result, collaborative online discussion is a way to engage students moving from individual WII individual learning to WIII collaborative knowledge construction on discourses production which is a kind of conceptual artifacts co-constructed by students.
Goodyear Zenios remarked that text is the main mode of discourse used in the production of conceptual artifacts in the online discussion platform. It is wonder whether multimode discourses (Jewitt, 2008) can be treated as conceptual artifacts triggering collaborative knowledge construction among students in the digital age society.
According to Bereiter (2002), Popper (1972) has defined three world of knowledge:
World I: the objective physical world
World II: the subjective inner world of mental states, feelings and beliefs
World III: world of ideas
Bereiter further elaborated that student learning at school mostly is under world II. Both WI and WII assumed that mind is like a container where knowledge is something that can be moved from teacher’s mind to student’s mind under the industrial age society. The world I objective physical knowledge has been transformed into book and knowledge in school and taught by teacher to individual mind as individual knowledge under world II. However, world I and world II cannot explain progressive knowledge development which can’t be located in world I or world II. Bereiter introduced conceptual artifacts under three basic assumptions of knowledge in the knowledge age:
- World 3 are entirely human creations
- These human creations are fallible but improvable, knowledge becomes something you can work with
- These human creations take on a life of their own, independent of their creators
Goodyear and Zenios highlighted that WII learning is personal while WIII is about knowledge building which is public. Conceptual learning is about the development of individual learning in WII but the knowledge learned is not enough for students to create new knowledge in the ever changing knowledge based society. As a result, collaborative online discussion is a way to engage students moving from individual WII individual learning to WIII collaborative knowledge construction on discourses production which is a kind of conceptual artifacts co-constructed by students.
Goodyear Zenios remarked that text is the main mode of discourse used in the production of conceptual artifacts in the online discussion platform. It is wonder whether multimode discourses (Jewitt, 2008) can be treated as conceptual artifacts triggering collaborative knowledge construction among students in the digital age society.
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