CJLT 36(1) - Fall 2010
Table of Contents
Editorial: A Special Issue of the Canadian Journal of Learning and Technology on Knowledge Building, by Michele Jacobsen
Abstract: In a pervasive media and technology landscape that is increasingly global, participatory and connected, one in which learners and teachers can increasingly become creators of knowledge rather than mere consumers of prepared messages and ideas, it is vital for the field of educational technology to take stock of the latest research on knowledge building. Marlene Scardamalia and Carl Bereiter, innovative pioneers in the area of Knowledge Building in education, define the construct of Knowledge Building as having several characteristics that distinguish it from constructivist learning in general. Two key characteristics of Knowledge Building are intentionality and community knowledge. Intentionality captures that people engaged in knowledge building know they are doing it and that advances in knowledge are purposeful. Community knowledge captures that while learning is a personal matter, knowledge building is done for the benefit of the community. Scardamalia and Bereiter emphasize that in contrast to being spontaneous, a knowledge building culture requires a supportive learning environment and teacher effort and artistry to create and maintain a community devoted to ideas and to idea improvement. Distinct from improving individual students’ ideas and understanding, the collective work of Knowledge Building is explicitly focused on the creation and improvement of knowledge of value to one’s community – advancement of the knowledge itself.
A Brief History of Knowledge Building, by Marlene Scardamalia and Carl Bereiter
Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement, by Joan Moss and Ruth Beatty
Developing Deep Understanding and Literacy while Addressing a Gender-Based Literacy Gap, by Yanqing Sun, Jianwei Zhang, Marlene Scardamalia
Social Network Analysis to Examine Interaction Patterns in Knowledge-Building Communities, by Donald N. Philip
Partnerships for Knowledge Building: An Emerging Model, by Thérèse Laferrière, Mireia Montané, Begona Gros, Isabel Alvarez, Merce Bernaus, Alain Breuleux, Stephane Allaire, Christine Hamel & Mary Lamon
Knowledge Society Network: Toward a Dynamic, Sustained Network for Building Knowledge, by Huang-Yao Hong, Marlene Scardamalia, Jianwei Zhang
Understanding the nature of science and scientific progress: A theory-building approach, by Maria Chuy, Marlene Scardamalia, Carl Bereiter, Fleur Prinsen, Monica Resendes, Richard Messina, Winifred Hunsburger, & Chris Teplovs
Early Development of Graphical Literacy through Knowledge Building, by Yongcheng Gan, Marlene Scardamalia, Huang-Yao Hong and Jianwei Zhang
Towards a Knowledge Building Community: From Guided- to Self-Organized Inquiry, by Stefano Cacciamani
Beyond Courseware: Designing for Collaborative Knowledge Building in Undergraduate Interprofessional Health Sciences Education, by Leila Lax, Marlene Scardamalia, Judy Watt-Watson, Peter Pennefather, Judith Hunter & Carl Bereiter
Conclusion--Can Children Create Knowledge? By Carl Bereiter and Marlene Scardamalia
CJLT 36(1) - Fall 2010
1 comment:
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