Knowledge Building

Scardamalia, Marlene; Bereiter, Carl

doi:10.1017/cbo9780511816833.008

Cited by 419 publications

(190 citation statements)

References 26 publications

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“…As we agree with Scardamalia and Bereiter (2003) who emphasize the importance of knowledge-creating competencies "in a knowledge society" (Scardamalia 2002, p. 67), we wish to point out the necessity of systematically analyzing the potential of wikis as tools for knowledge building. Wikis are web sites which allow users not only to have access to its content but also to change the content online (Leuf and Cunningham 2001;Raitman et al 2005).…”

Section: Wikis' Potential For Collaborative Knowledge Buildingmentioning

confidence: 67%

A systemic and cognitive view on collaborative knowledge building with wikis

Cress¹,

Kimmerle

2008

Computer Supported Learning

414

236

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Wikis provide new opportunities for learning and for collaborative knowledge building as well as for understanding these processes. This article presents a theoretical framework for describing how learning and collaborative knowledge building take place. In order to understand these processes, three aspects need to be considered: the social processes facilitated by a wiki, the cognitive processes of the users, and how both processes influence each other mutually. For this purpose, the model presented in this article borrows from the systemic approach of Luhmann as well as from Piaget's theory of equilibration and combines these approaches. The model analyzes processes which take place in the social system of a wiki as well as in the cognitive systems of the users. The model also describes learning activities as processes of externalization and internalization. Individual learning happens through internal processes of assimilation and accommodation, whereas changes in a wiki are due to activities of external assimilation and accommodation which in turn lead to collaborative knowledge building. This article provides empirical examples for these equilibration activities by analyzing Wikipedia articles. Equilibration activities are described as being caused by subjectively perceived incongruities between an individuals' knowledge and the information provided by a wiki. Incongruities of medium level cause cognitive conflicts which in turn activate the described processes of equilibration and facilitate individual learning and collaborative knowledge building.

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Section: Wikis' Potential For Collaborative Knowledge Buildingmentioning

confidence: 67%

A systemic and cognitive view on collaborative knowledge building with wikis

Cress¹,

Kimmerle

2008

Computer Supported Learning

414

236

View full text Add to dashboard Cite

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“…По9 уLицајем ових Lеорија, сазнајни Dроцес и знање Dочели су 9а се LреLирају као социјална консLрукција, Dо9ржана кроз сара9ничко 9ело-вање на усвајању са9ржаја из реално: свеLа, коришћењем разли-чиLих извора информација. Појам из@рађивања (конс рукције) знања DосLаје 9оминанLан, и о9ређује се као сLварање и уна-Dређивање 9рушLвено значајних и9еја, DуLем сре9сLава која Dо-већавају мо:ућносLи усавршавања 9рушLва кроз ин9иви9уалне 9оDриносе и заје9ничке наDоре (Scardamalia & Bereiter, 2003). Примењен у оJразовању, консLрукLивисLички DрисLуD Dре9сLа-вља начин укључивања ученика у целовиL Dроцес креирања зна-ња о9 најраније: узрасLа и DосLаје основа за оJликовање насLав-но: Dроцеса.…”

Section: уводunclassified

Constructivist basis of project model in teaching science

Ristanović¹

2016

Zb Filoz fak Priština

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In this paper are explained the theoretical methodological basis of project model in science teaching, in the light of constructivist understanding of learning processed teaching. Author, by using the method of theoretic analysis and modeling, brought up the interpretation of the key characteristics of this model, based on a constructivist approach: active student's involving - providing surrounding and situations I which students will actively create their knowledge, applying knowledge - complexed process which includes using and developing existing knowledge, using different sources of knowing, projecting and concluding the researches, applying knowledge in new situations, reflection and improving theirs own environment, different forms for presenting the results, learning community - social context of learning as co-construction of knowledge and authentic tasks - problem based questions which are relevant to students and are connected to life outside the school. In this paper is concluded that respecting of constructivist standpoint presents essential condition for adequate implementation of project model in teaching science. Disrespecting of this condition may lead to routine organization and realization, similar to traditional teaching model.

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“…Learning is the process by which the knowledge of a society is distributed to learners; knowledge building attempts to increase the store of knowledge (Scardamalia & Bereiter, 2003). The new knowledge created need not be an earth-shaking breakthrough, but instead can be something new only to the local community.…”

Section: Knowledge Building and Knowledge Forummentioning

confidence: 99%

Knowledge Building: Reinventing Education for the Knowledge Age

Philip¹

2011

IES

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This paper examines the Knowledge Age and how economic factors are causing educators to rethink and reinvent education. Two key factors in education in the Knowledge Age will be education for an economy of innovation, and the increasing virtualization of education.We present knowledge building pedagogy as a model for education in the Knowledge Age and discuss Knowledge Forum, online knowledge building environment designed to facilitate and support the knowledge building process.Built into Knowledge Forum is a suit of online tools that track the interactions that students have with Knowledge Forum. We focus on the social network tool that allows us to examine communication patterns among the students when working online.Using the data obtained, we examine the growth and development of online community formation during the first week of class for a group of naïve users in a third-year university class. Examining the note reading and response networks, we see that the note reading network develops more rapidly than the responding network, and that it is more symmetric than the responding network. However, by mid-term, a highly connected network has developed for both note-reading and responding.

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Knowledge Building

Cited by 419 publications

References 26 publications

A systemic and cognitive view on collaborative knowledge building with wikis

A systemic and cognitive view on collaborative knowledge building with wikis

Constructivist basis of project model in teaching science

Knowledge Building: Reinventing Education for the Knowledge Age

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