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2 PROBLEM DESCRIPTION:
TACIT KNOWLEDGE IN
ENGINEERING
This section discusses the concept of tacit
knowledge and some reasons of its occurrences. As a
working hypothesis, this section adopts the view that
problem-based learning can be very effective for
avoiding tacit knowledge.
Tacit Knowledge is defined as passive, non-
applicable knowledge (CTGV, 1990, p. 2; Gruber
and Renkl, 2000, p. 155; Gruber et al., 2000, pp.
139-140). In other words, tacit knowledge is
something that is sitting in the brain but cannot be
used for anything useful. In that view, tacit
knowledge is a waste of resources: it takes time for
learners and teachers, it occupies nerve cells, and it
gives the illusion of knowledge, even though it
should be considered just noise.
It might come to a surprise to some readers that
tacit knowledge is an issue even in engineering
disciplines, such as computer science and electrical
engineering. These disciplines are on physical
entities that provide a real-word context, which
should help the learner acquire the presented
information. But obviously, a significant amount of
information is presented in terms of symbols,
equations, and definitions without providing any link
to previously acquired knowledge or to specific real-
world problems; particularly real-world problems
would give plenty of opportunities for exercises and
routines.
Previous research has provided several
explanation models of how and why tacit knowledge
develops. Among those avenues, these models have
been looking at meta processes, structural deficits,
and situated cognition (Gruber and Renkl, 2000, p.
164; Law 2000, pp. 253-255; Gräsel and Mandl,
1999b, p. 4, Mandl et al. 1994, pp. 170-175).
Situated Cognition is based on instructional
approaches (CTGV, 1990; Gruber and Renkl, 2000,
p. 166) and assumes that learning is a process that
not only depends on the (teaching) input but also on
the learner's context (Gruber and Renkl, 2000, p.
167). In other words, situated cognition also
considers the learner’s activities and interactions as
well as the learner’s environment, which are all very
important to the learning process (Law, 2000, p.
257).
Since the existence of tacit knowledge is not a recent
phenomenon, previous research has also proposed
some reliefs. Among those are inquiry learning,
experimental learning, constructivist learning and
problem-based learning (Kirschner, Sweller, and
Clark, 2006, p. 75), with the latter being the focus of
the remainder of this section.
Problem-based Learning, also known as PBL, is
one of those reliefs proposed against the
development of tacit knowledge. Essentially, a
problem-based learning environment provides
complex and authentic problems to the learners. In
this approach, complexity should help the learner
construct mental models in order to embed
previously learned “facts” into the semantic
networks the learner has already established, and
authenticity should be both motivationally and
emotionally stimulating.
Problem-based learning environments help avoid
the development of tacit knowledge in several ways.
For example, PBL students more often use
resources, such as libraries and literature, and also
appear more competent in investigating and
searching of information than their traditional
learning classmates (Vernon and Blake, 1993, as
referenced in Zumbach, 2003, p. 53), they feel less
stress in self-regulated learning (Moore-West et al.,
1989, as referenced in Zumbach, 2003, pp. 54-55),
and they exhibit better problem-solving strategies
due to their ability to better utilize hypotheses and
background information (Hmelo, 1998, as
referenced in Zumbach, 2003, pp. 62-63).
Furthermore, PBL students put more emphasis on
developing a deeper understanding rather than rote
learning (Coles, 1990; Newble and Clark, 1986, as
referenced in Zumbach, 2003, p. 53).
Kirschner, Sweller, and Clark (2006) interpreted
the studies presented above in a less positive way,
and claim that PBL is actually less inefficient,
because of the minimal guidance during the learning
process. In light of this statement, Strobel and
Barneveld (2009) analyzed several studies in a meta
synthesis according to possible PBL-inefficiencies.
They stated that problem-based learning is more
effective than traditional classrooms with respect to
increasing the transfer of knowledge (Strobel and
Barneveld, 2009, pp. 53-55).
In general, a problem-based learning
environment consists of the following core
principles (Zumbach, 2003, p. 20):
a) The students can learn in authentic situations and
on close-to-reality problems, which initiate the
processes of knowledge elaboration,
b) The students can learn in small groups such that
all members are motivated to discuss problems,
solutions, and methods,
THE MODEL RAILROAD AS AN EXAMPLE AVOIDING TACIT KNOWLEDGE IN MICROELECTRONICS
STUDIES
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