EDST2003 Lecture Notes - Lecture 4: Lev Vygotsky, Lative Case, Aust
4 Jun 2018
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EDST2003 READING NOTES
WEEK 1 – Activating Prior Knowledge
Reading: The Illusion of Knowledge (Ariss et al., 2007)
KEY TERMS
• Judgement under certainty – a person’s level of certainty can directly influence judgement
and delivery of judgement. Certainty fluctuates depending on level of familiarity, confidence
and perceptions of knowledge.
• Accuracy – the accuracy of one’s judgement is influenced by familiarity and confidence in
inverse order. I.e. increased familiarity = increased confidence = decreased accuracy in
judgement.
• Confidence – levels of confidence can fluctuate based on a person’s sense of familiarity. I.e.
increased familiarity = increased confidence and vice versa.
• Knowledge biases – how prior knowledge, when activated can influence decision making
and evaluation of new information and judgement of events.
• Familiarity biases – when one’s interpretation of new events and information is influenced
by a perceived sense of familiarity, sometimes despite statistical and factual discrepancies.
OVERALL ARGUMENTS
• More knowledge can decrease accuracy and simultaneously increase prediction
confidence
• Experiment: people were asked to predict the outcome of basketball games. All participants
were given team statistics, while half were additionally given team names. Knowledge of the
names increased confidence in their prediction accuracy, consistent with the belief that the
extra knowledge improved accuracy. However, it reduced accuracy by decreasing
participants’ reliance on statistical cues.
o Underpinning factor: familiarity with a team led to increased bias despite statistical
odds.
• Further information:
o even with feedback on predictions, fans influenced by familiarity bias were more
resistant to adjusting their use of the cues given to them to avoid bias and change
their predictions.
o the confidence of non-fans (less familiar) and their predictions was not notably
impacted by the provision of names, unlike the fan group.
o Their findings are backed up by other studies (p.288)
• Updated statement: More knowledge can decrease accuracy and simultaneously increase
prediction confidence, most likely underpinned by familiarity bias.
o Therefore, it can be extrapolated that: the more you perceive you know about a
subject, the less receptive you are to new information
à
link to how schemas are
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formed (first impressions) and the process of rewriting/updating schemas
• This effect is named “the illusion of knowledge effect” in this study.
IMPLICATIONS
• It is very important for teachers to activate students’ prior knowledge when teaching, but it
needs to be done in meaningful ways that help to actively deconstruct and reconstruct
students’ knowledge bases so that they retain more information, and more accurate
information to be applied in learning activities.
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WEEK 2 – The Role of Language and Culture in Learning
Reading: English Learners, Academic Literacy and Thinking (Gibbons, 2009)
KEY TERMS
• Academic literacy/literacies – literacy related to the different subject matters that are a part
of schooling e.g. science, history, mathematics etc. Academic literacy varies according to
subject matter. Understanding and working with the differences in literacy across subjects is
crucial for being an effective learner in intellectually challenging work.
• Intellectual quality – the quality of the knowledge retained, produced and utilised by
students in intellectually challenging environments. High intellectual quality is defined by a
variety of factors:
o Higher order thinking – students who can manipulate information and ideas in a
way that transforms their meaning. Students construct knowledge, not just
reproduce.
o Deep knowledge and deep understanding – knowledge is deep when students can
name, define, explain and make use of the crucial central concepts/main ideas of a
topic or discipline. Deep understanding means students demonstrating deep
knowledge.
o Substantive conversation – conversation where there is extensive teacher-student
and student-student interaction around key concepts. It is further defined by
demonstrations of intellectual substance, equality of dialogue around sharing ideas
and deep exploration of content through initiating new ideas, discussion questions
and building on each other’s ideas.
• Middle Years – the period of transition in schooling (Years 5-8), where there is a rapid
increase in subject-specific literacy and academic language, as literacy becomes the primary
mode for learning.
• Language-density – the extent to which language plays a role in teaching and learning.
Language density increases throughout schooling, and has the biggest impact during
students’ transitional years of school
OVERALL ARGUMENTS
• “Academic literacy” and the barriers to learning it can create
o They vary across subjects/disciplines. Even students whose primary language is
English can have trouble switching between the language codes of different
subjects, especially as the abstractions of language increase throughout schooling.
o Without standardised academic language and literacies across subjects, teachers
need to prepare students to be able to adequately switch between literacies when
necessary
• The significance of language and literacy development in middle years for English
Language (EL) learners
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Document Summary
Reading: the illusion of knowledge (ariss et al. , 2007) Judgement under certainty a person"s level of certainty can directly influence judgement and delivery of judgement. Certainty fluctuates depending on level of familiarity, confidence and perceptions of knowledge: accuracy the accuracy of one"s judgement is influenced by familiarity and confidence in inverse order. I. e. increased familiarity = increased confidence = decreased accuracy in judgement: confidence levels of confidence can fluctuate based on a person"s sense of familiarity. Overall arguments: more knowledge can decrease accuracy and simultaneously increase prediction confidence, experiment: people were asked to predict the outcome of basketball games. All participants were given team statistics, while half were additionally given team names. Knowledge of the names increased confidence in their prediction accuracy, consistent with the belief that the extra knowledge improved accuracy. Week 2 the role of language and culture in learning. Reading: english learners, academic literacy and thinking (gibbons, 2009)
