A Brief History of Knowledge Building
Marlene Scardamalia, Carl Bereiter, University of Toronto
CJLT Volume 36, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations that range from elementary to tertiary education and require new forms of teacher education. This paper tracks the evolution of Knowledge Building, starting with research on “knowledge transforming,” “intentional learning,” and other processes leading to the development of expertise. It provides an account of how the first networked collaborative learning environment was developed to support such processes and next-generation research and development to advance education for innovation and knowledge creation.
Scardamalia, M., Bereiter, C. & Bereiter, C. (2010). A Brief History of Knowledge Building. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 36(1),. Canadian Network for Innovation in Education.
Cited ByView References & Citations Map
Experiential Learning and Knowledge Building in Higher Education: an Application of the Progressive Design Method
Journal of e-Learning and Knowledge Society Vol. 13, No. 1 (Jan 29, 2017)
Lynn Shafer Willner, WestEd, United States
International Journal on E-Learning Vol. 13, No. 1 (February 2014) pp. 41–62
Fei Gao, Bowling Green State University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 345–349
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