Schools as Knowledge-Building Organizations: Thirty Years of Design Research

Chen, Bodong; Hong, Huang‐Yao

doi:10.1080/00461520.2016.1175306

Cited by 97 publications

(48 citation statements)

References 79 publications

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“…Research in the last three decades has shown how students can engage in productive discourse in KB with demonstrated evidence of students' conceptual learning and knowledge advance (see review, Chan, 2013;Chen & Hong, 2016).…”

Section: Theoretical Underpinning Of Knowledge Building As a Dialogicmentioning

confidence: 99%

“…Drawing from historical development, Bereiter and Scardamalia (2005) The key argument is that, for creative knowledge work, students in the knowledge era need to be provided opportunities to engage in dialogue similar to that found in knowledge disciplines and innovative communities. Supported by design and technology, school-aged students can work in similar ways as scientists and innovators, pushing the frontiers of knowledge of their community through progressive discourse (see review, Chen & Hong, 2016).…”

Section: Theoretical Underpinning Of Knowledge Building As a Dialogicmentioning

confidence: 99%

“…In knowledge building, KF technology not only provides affordances enabling progressive dialogue, digitally-mediated dialogue on KF also demonstrates collective conceptual artefacts (Hennessy, 2011) and productive knowledge work. This section examines how online KF progressive dialogue is examined, including coding schemes for the characteristics of productive online KB dialogue and evidence of conceptual learning (for evidence, see also Chan, 2013;Chen & Hong, 2016).…”

Section: Analysis Of Progressive Dialogue In Knowledge Buildingmentioning

confidence: 99%

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Progressive dialogue in computer-supported collaborative knowledge building

Chan

Tong

Aalst³

2019

The Routledge International Handbook of Research on Dialogic Education

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Developing productive dialogue for creative knowledge work supported by digital technology is an important education goal in the knowledge era. This chapter examines the nature and development of productive dialogue using the theoretical perspective of Knowledge Building (KB) supported by Knowledge Forum®. The Knowledge Building model, developed by Scardamalia and Bereiter since the 1990s, examines how students engage in progressive dialogue, to pursue sustained collective inquiry, adding value to the class community, similar to the dialogic practice in scientific communities. This chapter examines theory, technology, analysis, and pedagogy related to promoting progressive dialogue, situating the Knowledge-Building model with other dialogical approaches. We first discuss why progressive dialogue is needed in the knowledge era and outline its characteristics, based on the theoretical underpinning of the KB model. We then discuss how Knowledge Forum affordances support advanced dialogic practice, highlighting the need to align technology with principles and pedagogy. We also present analyses of KB progressive dialogue, identifying productive online dialogic patterns and moves. Dialogic pedagogy in KB classroom and design principles for progressive dialogue are examined. Finally, research directions for examining dialogic approaches using the knowledge-building perspective for emerging methods and pedagogy are discussed.

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Section: Theoretical Underpinning Of Knowledge Building As a Dialogicmentioning

confidence: 99%

Section: Theoretical Underpinning Of Knowledge Building As a Dialogicmentioning

confidence: 99%

Section: Analysis Of Progressive Dialogue In Knowledge Buildingmentioning

confidence: 99%

See 1 more Smart Citation

Progressive dialogue in computer-supported collaborative knowledge building

Chan

Tong

Aalst³

2019

The Routledge International Handbook of Research on Dialogic Education

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“…Although researcher have documented productive knowledge building as achieved by various classroom communities (see Chen & Hong, 2016 for review), which are often facilitated by veteran teachers, their success is largely a mystery to other teachers, who would like to adopt knowledge building but do not know how to get started. It is unclear how student-driven, openended, interactive inquiry processes can become socially organized and pedagogically supported while addressing practical curriculum and contextual constraints.…”

mentioning

confidence: 99%

Co-Organizing the Collective Journey of Inquiry With Idea Thread Mapper

Zhang

Tao

Chen

et al. 2018

Journal of the Learning Sciences

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This research integrates theory building, technology design, and design-based research to address a central challenge pertaining to collective inquiry and knowledge building: how can studentdriven, ever-deepening inquiry processes become socially organized and pedagogically supported in a community? Different from supporting inquiry using pre-designed structures, we propose reflective structuration as a social and temporal mechanism by which members of a community co-construct/re-construct shared inquiry structures to shape and guide their ongoing knowledge building processes. Idea Thread Mapper (ITM) was designed to help students and their teacher monitor emergent directions and co-organize the unfolding inquiry processes over time. A study was conducted in two upper primary school classrooms that investigated electricity with the support of ITM. Qualitative analyses of classroom videos and observational data documented the formation and elaboration of shared inquiry structures. Content analysis of the online discourse and student reflective summaries showed that in the classroom with reflective structuration, students made more active and connected contributions to their online discourse, leading to deeper and more coherent scientific understandings.3

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“…Chen and Hong's (2016) recent review indicated that it is important to transform schools into knowledge building organizations. The second paper (Wong et al 2016) reveals the challenges that teachers may face when they are engaged in changing classroom to knowledge building communities.…”

mentioning

confidence: 99%