A quick post to share a couple of thoughts and some resources.
I think we have been mixing up two, equally important but different things when we’ve talked about knowledge organisers in science, or at least I have.
Sharing the structure of the knowledge, its organisation, is a really important thing to do with students, as described by Frederick Reif in “Cognitive Science in Science Education”. This should look something like a schema or concept map, with links showing how different things relate to each other. This is the sort of thing that really can claim to be a knowledge organiser.
There are also a lot of foundational knowledge facts that we need students to learn off by heart in order to be able to access further parts of the curriculum. The ideal way for students to learn these is by using self-quizzing for retrieval practice. The obvious way to format this is in the form of questions and answers:These are often called knowledge organisers, and while they certainly have knowledge they don’s have much, if any, organisation. We can sequence the content with meaning but the effect of this organisation is not, I would argue, as powerful as the dual-coded approach described above. What’s powerful with these quiz sheets is the ease with which students can learn the content through self-quizzing, something that is harder to apply to the map-type knowledge organisers.
Anyway, I’ve uploaded my quiz sheets, for the physics part of AQA Trilogy, you can download them here, hopefully they’re useful!