메뉴 건너뛰기




Volumn 74, Issue 4, 2004, Pages 557-576

Models of Innovative Knowledge Communities and Three Metaphors of Learning

Author keywords

Expansive learning; Innovative knowledge community; Knowledge building; Knowledge creation; Metaphors of learning

Indexed keywords


EID: 12744254046     PISSN: 00346543     EISSN: None     Source Type: Journal    
DOI: 10.3102/00346543074004557     Document Type: Review
Times cited : (590)

References (52)
  • 1
    • 12744258313 scopus 로고    scopus 로고
    • Knowledge management-the second generation: Creating competencies within and between work communities in the Competence Laboratory
    • Y. Malhotra (Ed.), Hershey: Idea Group
    • Ahonen, H., Engeström, Y., & Virkkunen, J. (2000). Knowledge management-the second generation: Creating competencies within and between work communities in the Competence Laboratory. In Y. Malhotra (Ed.), Knowledge management and virtual organizations. Hershey: Idea Group.
    • (2000) Knowledge Management and Virtual Organizations
    • Ahonen, H.1    Engeström, Y.2    Virkkunen, J.3
  • 4
    • 0001895153 scopus 로고    scopus 로고
    • Situative versus cognitive perspectives: Form versus substance
    • Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21.
    • (1997) Educational Researcher , vol.26 , Issue.1 , pp. 18-21
    • Anderson, J.R.1    Reder, L.M.2    Simon, H.A.3
  • 6
    • 84973703754 scopus 로고
    • Implications of connectionism for thinking about rules
    • Bereiter, C. (1991). Implications of connectionism for thinking about rules. Educational Researcher, 20(3), 10-16.
    • (1991) Educational Researcher , vol.20 , Issue.3 , pp. 10-16
    • Bereiter, C.1
  • 10
    • 84965520752 scopus 로고
    • Situated cognition and the culture of learning
    • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
    • (1989) Educational Researcher , vol.18 , Issue.1 , pp. 32-42
    • Brown, J.S.1    Collins, A.2    Duguid, P.3
  • 12
    • 0039388067 scopus 로고    scopus 로고
    • Cognitive and situated learning: Perspectives in theory and practice
    • Cobb, P., & Bowers, J. (1999). Cognitive and situated learning: Perspectives in theory and practice. Educational Researcher, 28(2), 4-15.
    • (1999) Educational Researcher , vol.28 , Issue.2 , pp. 4-15
    • Cobb, P.1    Bowers, J.2
  • 15
    • 0002131507 scopus 로고    scopus 로고
    • Activity theory and individual and social transformation
    • Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Cambridge, UK: Cambridge University Press
    • Engeström, Y. (1999a). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge, UK: Cambridge University Press.
    • (1999) Perspectives on Activity Theory , pp. 19-38
    • Engeström, Y.1
  • 16
    • 0010906271 scopus 로고    scopus 로고
    • Innovative learning in work teams: Analyzing cycles of knowledge creation in practice
    • Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Cambridge, UK: Cambridge University Press
    • Engeström, Y. (1999b). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 377-404). Cambridge, UK: Cambridge University Press.
    • (1999) Perspectives on Activity Theory , pp. 377-404
    • Engeström, Y.1
  • 17
    • 0012818554 scopus 로고    scopus 로고
    • Expansive learning at work: Toward activity-theoretical reconceptualization
    • Engeström, Y. (2001). Expansive learning at work: Toward activity-theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
    • (2001) Journal of Education and Work , vol.14 , Issue.1 , pp. 133-156
    • Engeström, Y.1
  • 18
  • 19
    • 0042274819 scopus 로고
    • Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities
    • Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction, 5(4), 319-336.
    • (1995) Learning and Instruction , vol.5 , Issue.4 , pp. 319-336
    • Engeström, Y.1    Engeström, R.2    Kärkkäinen, M.3
  • 20
    • 3042598909 scopus 로고    scopus 로고
    • Can a school community learn to master its own future? an activity theoretical study of expansive learning among middle school teachers
    • G. Wells & G. Claxton (Eds.), Cambridge, MA: Blackwell
    • Engeström, Y., Engeström, R., & Suntio, A. (2002). Can a school community learn to master its own future? An activity theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st Century: Sociocultural perspectives on the future of education (pp. 211-224). Cambridge, MA: Blackwell.
    • (2002) Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education , pp. 211-224
    • Engeström, Y.1    Engeström, R.2    Suntio, A.3
  • 22
    • 79952167333 scopus 로고    scopus 로고
    • On claims that answer the wrong questions
    • Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17.
    • (1997) Educational Researcher , vol.26 , Issue.1 , pp. 5-17
    • Greeno, J.G.1
  • 23
    • 0002076787 scopus 로고    scopus 로고
    • The situativity of knowing, learning, and research
    • Greeno, J., & Middle School Mathematics Through Applications Project Group. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5-26.
    • (1998) American Psychologist , vol.53 , Issue.1 , pp. 5-26
    • Greeno, J.1
  • 24
    • 0346361694 scopus 로고    scopus 로고
    • Progressive inquiry in computer-supported biology classroom
    • Hakkarainen, K. (2003). Progressive inquiry in computer-supported biology classroom. Journal of Research in Science Teaching, 40(10), 1072-1088.
    • (2003) Journal of Research in Science Teaching , vol.40 , Issue.10 , pp. 1072-1088
    • Hakkarainen, K.1
  • 25
    • 3242726065 scopus 로고    scopus 로고
    • Pursuit of explanation within a computer-supported classroom
    • Hakkarainen, K. (2004). Pursuit of explanation within a computer-supported classroom. International Journal of Science Education, 26(8), 979-996.
    • (2004) International Journal of Science Education , vol.26 , Issue.8 , pp. 979-996
    • Hakkarainen, K.1
  • 27
    • 0348120604 scopus 로고    scopus 로고
    • Interrogative model of inquiry and computer-supported collaborative learning
    • Hakkarainen, K., & Sintonen, M. (2002). Interrogative model of inquiry and computer-supported collaborative learning. Science & Education, 11(1), 25-43.
    • (2002) Science & Education , vol.11 , Issue.1 , pp. 25-43
    • Hakkarainen, K.1    Sintonen, M.2
  • 28
    • 0004267305 scopus 로고
    • Cambridge, UK: Cambridge University Press
    • Hanson, N. R. (1958). Patterns of discovery. Cambridge, UK: Cambridge University Press.
    • (1958) Patterns of Discovery
    • Hanson, N.R.1
  • 33
    • 85005292258 scopus 로고
    • Defining reality: Applying double description and chaos theory to the practice of practice
    • LeCompte, M. D. (1994). Defining reality: Applying double description and chaos theory to the practice of practice. Educational Theory, 44(2), 277-298.
    • (1994) Educational Theory , vol.44 , Issue.2 , pp. 277-298
    • Lecompte, M.D.1
  • 34
    • 0001442096 scopus 로고
    • Constructive interaction and the iterative process of understanding
    • Miyake, N. (1986). Constructive interaction and the iterative process of understanding. Cognitive Science, 10(2), 151-177.
    • (1986) Cognitive Science , vol.10 , Issue.2 , pp. 151-177
    • Miyake, N.1
  • 37
    • 0034550491 scopus 로고    scopus 로고
    • Sociocultural and constructivist theories of learning: Ontology, not just epistemology
    • Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist, 35(4), 227-241.
    • (2000) Educational Psychologist , vol.35 , Issue.4 , pp. 227-241
    • Packer, M.J.1    Goicoechea, J.2
  • 38
    • 0002062251 scopus 로고    scopus 로고
    • How, why, what, when, and where: Perspectives on constructionism in psychology and education
    • Phillips, D. (1997), How, why, what, when, and where: Perspectives on constructionism in psychology and education. Issues in Education, 3(2), 151-195.
    • (1997) Issues in Education , vol.3 , Issue.2 , pp. 151-195
    • Phillips, D.1
  • 42
    • 0347490472 scopus 로고    scopus 로고
    • Collective cognitive responsibility for the advancement of knowledge
    • B. Jones (Ed.), Chicago: Open Court
    • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Jones (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
    • (2002) Liberal Education in a Knowledge Society , pp. 67-98
    • Scardamalia, M.1
  • 43
    • 80054731059 scopus 로고
    • Computer support for knowledge-building communities
    • Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.
    • (1994) Journal of the Learning Sciences , vol.3 , Issue.3 , pp. 265-283
    • Scardamalia, M.1    Bereiter, C.2
  • 45
    • 3042827902 scopus 로고    scopus 로고
    • On two metaphors for learning and the dangers of choosing just one
    • Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
    • (1998) Educational Researcher , vol.27 , Issue.2 , pp. 4-13
    • Sfard, A.1
  • 46
    • 0004238357 scopus 로고
    • Dordrecht, The Netherlands: Reidel
    • Simon, H. (1977). Models of discovery. Dordrecht, The Netherlands: Reidel.
    • (1977) Models of Discovery
    • Simon, H.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.