“It is There but You Need to Dig a Little Deeper for It to Become Evident to Them”: Tacit Knowledge Assessment in the Primary Science Classroom

Abstract

In response to the volume’s overall rationale, the chapter contributes to the critique of a ‘one-size-fits-all’ model of teaching. It does so through a discussion of the particular use of tacit knowledge assessment within the specific educational context of primary science learning. The chapter initially introduces a core challenge in science teaching—the rise of misconceptions and their resistance to conceptual change through instruction. It continues by exploring an alternative approach to classic conceptual change approaches. Specifically, it reviews recent research in the field of tacit knowledge assessment, taking into account evidence from both the developmental psychology approach and from specific classroom interventions. It argues for a continuation of underlying knowledge constructs beyond infancy into childhood, and that tapping into such knowledge constructs can be made use of in educational practice. The broad conclusion from the insight gained by this review demonstrates how drawing on individual levels of preconceived understanding of science and making use of a ‘self-collaboration’ approach through the incorporation of technology-based pedagogy can lead to successful conceptual change in the primary science classroom. In doing so, it also highlights how this approach lends itself to differentiation approaches and how it acknowledges diverse learner (and teacher) experiences.