Knowledge Building Theory, Pedagogy, and Technology  

Oleh:

Scardamalia, Marlene ; Bereiter, Carl

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 97-116.
Topik: Community Knowledge Advancement; Idea Improvement; Knowledge-Building Discourse; Emergent Understanding
Fulltext: Knowledge Building Theory, Pedagogy, and Technology.pdf (2.43MB)

Isi artikel

There are substantial similarities between deep learning and the processes by which knowledge advances in the disciplines. During the 1960s efforts to exploit these similarities gave rise to learning by discovery, guided discovery, inquiry learning, and Science: A Process Approach (American Association for the Advancement of Science, 1967). Since these initial reform efforts, scholars have learned a great deal about how knowledge advances. A mere listing of keywords suggests the signi?cance and diversity of ideas that have come to prominence since the 1960s: Thomas Kuhn, Imre Lakatos, sociology of science, the “Science Wars,” social constructivism, schema theory, mental models, situated cognition, explanatory coherence, the “rhetorical turn,” communities of practice, memetics, connectionism, emergence, and self-organization. Educational approaches have changed in response to some of these developments; there is a greater emphasis on collaborative rather than individual inquiry, the ten- tative nature of empirical laws is more often noted, and argumentation has become an important part of some approaches.

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