Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media

Scardamalia, Marlene; Bereiter, Carl

doi:10.1207/s15327809jls0101_3

Cited by 586 publications

(321 citation statements)

References 26 publications

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“…Common to traditional and many modern models of teaching (e.g., WebQuests, many forms of project work), tasks and activities-instead of big ideas-become the center of learning design and classroom practice (Scardamalia & Bereiter, 1991). Thus we are puzzled when no deep change takes place after the things on the "to do list" have been done; and when new technologies, which are conceived as an agent of change, fail to cause change in the traditional learning culture and are instead domesticated by it.…”

Section: Reflecting On the Reductionist Approach To Learning And Techmentioning

confidence: 99%

“…Their role is not to simply implement an "external" innovation or reform, but to develop ownership over the innovation and capacity to deepen the underpinning principles themselves (Coburn, 2003). This principle-based approach to learning innovation represents an idea-centered -as opposed to task-and activity-centered-framework of teaching, with tasks and activities evolved in the service of student idea development (Scardamalia & Bereiter, 1991). It further requires a flexibly adaptive, open-ended instructional design in which "initial designers," teachers, and students can all contribute to the unfolding classroom processes (Schwartz et al 1999; see also Hannafin et al 1999;Sawyer 2004).…”

Section: Working With the Macro-micro Dynamics For Principle-based Inmentioning

confidence: 99%

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Technology-supported learning innovation in cultural contexts

Zhang

2009

Education Tech Research Dev

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Many reform initiatives adopt a reductionist, proceduralized approach to cultural change, assuming that deep changes can be realized by introducing new classroom activities, textbooks, and technological tools. This article elaborates a complex system perspective of learning culture:A learning culture as a complex system involves macro-level properties (e.g., epistemological beliefs, social values, power structures) and micro-level features (e.g., technology, classroom activities). Deep changes in macro-level properties cannot be reduced to any component. This complex system perspective is applied to examining technology-supported educational change in East Asia and analyzing how teachers sustain the knowledge building innovation in different contexts. Working with the macro-micro dynamics in a learning culture requires a principle-based approach to learning innovation that specifies macro-level changes using principle-based instead of procedure-based terms and engages teachers' deep reflection and creative engagement at both the macro-and the micro-level.

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Section: Reflecting On the Reductionist Approach To Learning And Techmentioning

confidence: 99%

Section: Working With the Macro-micro Dynamics For Principle-based Inmentioning

confidence: 99%

Technology-supported learning innovation in cultural contexts

Zhang

2009

Education Tech Research Dev

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“…They focus instead on the epistemology, pedagogy and technology for the shared production of knowledge, with the goal of bringing the idea of advancing communal knowledge to the classroom setting. Bereiter and Scardamalia have developed a 'Knowledge Building' approach (Scardamalia & Bereiter, 1991, 2006and 2014henceforth, KB) that currently informs educational intervention from elementary school (e.g., Zhang et al, 2011) to university (e.g., Cacciamani et al, 2012;Hong, Chen & Chai, 2016).…”

Section: Knowledge Buildingmentioning

confidence: 99%

Dialogic Literacy: contexts, competences and dispositions

Caviglia¹,

Dalsgaard²,

Delfino³

et al. 2017

L1 Educational Studies in Language and Literature

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Dialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the 'participatory turn'. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discussion into activity that fosters learners' Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education.

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“…The scarce investigations on this topic strongly suggest that questioning that is prompted by the person's own reflections leads to deeper, more fundamental questions than questioning that is prompted by external factors such as the textbook or teacher Scardamalia & Bereiter 1991cf. Brown 1992;Fishbein, Van Leeuwen, & Langmeyer 1992;King 1992;Van der Meij 1993;Van Zee & Minstrel1 1991).…”

Section: ~R~ulationmentioning

confidence: 99%

“…The main idea in CSILE is to move away from an attention to tasks and activities towards knowledge-building, to making the students responsible agents in learning (Bereiter Scardamalia & Bereiter 1991.…”

Section: Stage 3: Answeringmentioning

confidence: 99%

Student questioning: A componential analysis

Meij

1994

Learning and Individual Differences

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ABSTRACT:This article reviews the literature on student questioning, organized through a modified version of Dillon's (1988aDillon's ( , 1990) componential model of questioning. Special attention is given to the properties of assumptions, questions, and answers. Each of these main elements are the result of certain actions of the questioner, which are described. Within this framework a variety of aspects of questioning are highlighted. One focus of the article is individual differences in question asking. The complex interactions between students' personal characteristics, social factors, and questioning are examined. In addition, a number of important but neglected topics for research are identified. Together, the views that are presented should deepen our understanding of student questioning.The focus of this review is on spontaneous student questioning. Questioning is depicted from start to finish, from the onset of perplexity until the learning that may result. In addition, the characteristic features of questions are described, the assumptions that underlie them, and the answers that follow. Special attention will be given to individual differences in question asking per se and to individual differences in general constructs such as verbal ability and self-esteem that are related to question asking. All of these ideas will be presented within the general framework of the (slightly modified) componential model of questioning of Dillon (1988aDillon ( , 1990. This model gives a coherent view on questioning in which the many and diverse studies that relate to student questioning can be placed. That this is not a trivial matter should be clear considering the fact that relevant findings on the topic of student questions can be found in more than a dozen disciplines (e.g., logic, computer science, linguistics, pedagogy and psychology, see Dillon, 1982aDillon, , 1986aDillon, , 1990, all of which have their own terminology and variety of dependent measures detailing some aspects of questioning.Another reason for using the componential model was to discover unexplored Direct all commondance to: Hans van der Meii.

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Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media

Cited by 586 publications

References 26 publications

Technology-supported learning innovation in cultural contexts

Technology-supported learning innovation in cultural contexts

Dialogic Literacy: contexts, competences and dispositions

Student questioning: A componential analysis

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