For the instructor mentioned, the important skill to attain in the area of biology is to be able to identify all the parts of the frog, specifically the capability to directly state where the heart, pancreas, gall bladder, lungs, and the cloaca. In this sense, although there are ways in which such information may be of use in various scenarios, its real practical value is in doubt. In contrast, this kind of knowledge is possibly merely of low value when being considered by another instructor.
Taking into consideration the same subject from which the example is based upon, the other instructor may not pay heed much about the parts of the frog in terms of its identification but rather may focus more on its functions and similarities with the human anatomy. Thus, based on the examples, it is evident that the variations in how knowledge is perceived is probably based on which level of knowledge the instructor focuses upon either innately or in relation to the believed capability of the class being taught.
Connecting the issue of how knowledge is perceived with the issue of how teaching and learning is also perceived is easily done due to the examples discussed. By mention of the term perception of teaching and learning, this generally pertains to the concept of an individual in relation to what he or she believes to be the effective and ineffective ways of imparting knowledge to other individuals (Adeyanju, 2003). Thus, the way in which knowledge is perceived can both directly and indirectly affect how it is transferred or imparted to people.
In addition, there have been studies that have established the fact that an inconsistency is generally present in terms of what is considered to be taught in relation to what was actually learned by the students (Hughes, 1995). In this sense, the differences in terms of how knowledge is considered leads to alterations and variation in how such knowledge are passed on due to inconsistencies in terms of which topics are considered important and which aspects of knowledge are believed to be of value.
Thus, there is an evident variation in teaching due to the differences in how the knowledge that they impart are given value by the instructors themselves. In simpler terms, the perception of the role of knowledge differs from person to person (Hughes, 1995). Hence, as presented from the examples discussed, an instructor may then base the method of teaching on the personal assessment of the importance of the knowledge being imparted.
In this sense, the instructor that focuses upon facts and memorization probably believes that basic knowledge is only required in the biology class while taking into consideration the set curriculum. On the other hand, the instructor that focuses upon the interrelationships of the information presented views knowledge in essence to be more practical in terms of importance; hence, he or she presents a more reflective approach in class discussions.
The differences in terms of the method and focus of teaching are due to the variations in terms of how knowledge is taken into consideration and given value; all of these are directly from variations in perception. Therefore, it is rather evident that the perception of knowledge does indeed shape the way in which teaching and learning is perceived to a certain degree. References Adeyanju, L. (2003, November). Teachers perception of the effects and use of learning aids in teaching: a case study of winneba basic and secondary schools.
Faculty of Education Language and Community Services. Retrieved May 19, 2009, from http://ultibase. rmit. edu. au/Articles/nov03/adeyanju1. htm. Booth, J. (2006, October 10). Knowledge and perception Seminar discussions. Department of Philosophy University of Warwick. Retrieved May 19, 2009, from http://www2. warwick. ac. uk/fac/soc/philosophy/graduate_students/pyrcag/knowledge __perception/. Hughes, M. (1995). Perceptions of Teaching and Learning. Bristol, United Kingdom: Multilingual Matters and Channel View Publications.