Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2329
Title: Advancing Understanding Using Nonaka's Model of Knowledge Creation and Problem-Based Learning
Authors: Tee, Meng Yew
Lee, Shuh Shing
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Tee, M. Y. & Lee, S. S. (2012). Advancing Understanding Using Nonaka's Model of Knowledge Creation and Problem-Based Learning. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 467-468). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: Nonaka's model of knowledge creation can provide guidance in designing learning environments and experiences. However, Bereiter is critical of the model because it does not address whether understanding is deepened in the process of socialization, externalization, combination and internalization. To address this issue of understanding, this study proposed a framework that synthesizes the basic phases of problem-based learning with Nonaka's model. This design-based study investigated if a course designed based of this synthesized framework can help stimulate knowledge creation that is based on deepening understanding. Based on analysis of multiple data sources, the findings suggest that the participants demonstrated advancing understanding amidst knowledge creating conditions and processes consistent with Nonaka's model and the problem-based learning approach.
URI: https://doi.dx.org/10.22318/icls2012.2.467
https://repository.isls.org//handle/1/2329
Appears in Collections:ICLS 2012

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