메뉴 건너뛰기




Volumn 18, Issue 1, 2009, Pages 7-44

Designs for collective cognitive responsibility in knowledge-building communities

Author keywords

[No Author keywords available]

Indexed keywords


EID: 61449118874     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1080/10508400802581676     Document Type: Article
Times cited : (340)

References (75)
  • 2
    • 3042670843 scopus 로고    scopus 로고
    • Network analysis of knowledge construction in asynchronous learning networks [Online]
    • Aviv, R., Erlich, Z., Ravid, G., & Geva, A. (2003). Network analysis of knowledge construction in asynchronous learning networks [Online], Journal of Asynchronous Learning Networks, 7(3).
    • (2003) Journal of Asynchronous Learning Networks , vol.7 , Issue.3
    • Aviv, R.1    Erlich, Z.2    Ravid, G.3    Geva, A.4
  • 4
    • 7744229721 scopus 로고    scopus 로고
    • Scientific arguments as learning artifacts: Designing for learning from the web with BCIE
    • Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with BCIE. International Journal of Science Education, 22, 797-817.
    • (2000) International Journal of Science Education , vol.22 , pp. 797-817
    • Bell, P.1    Linn, M.C.2
  • 7
    • 61449218818 scopus 로고    scopus 로고
    • Toward research-based innovation
    • in press, F. Benavides Ed, Paris, France: Organisation for Economic Co-Operation and Development
    • Bereiter, C., & Scardamalia, M. (in press). Toward research-based innovation. In F. Benavides (Ed.), Emerging models for learning and innovation. Paris, France: Organisation for Economic Co-Operation and Development.
    • Emerging models for learning and innovation
    • Bereiter, C.1    Scardamalia, M.2
  • 8
    • 84925805290 scopus 로고    scopus 로고
    • Fostering knowledge-creating communities
    • A. M. O'Donnell, C. E. Hmelo-Silver, & G. Erkens Eds, Mahwah, NJ: Erlbaum
    • Bielaczyc, K., & Collins, A. (2006). Fostering knowledge-creating communities. In A. M. O'Donnell, C. E. Hmelo-Silver, & G. Erkens (Eds.), Collaborative learning, reasoning, and technology (pp. 37-60). Mahwah., NJ: Erlbaum.
    • (2006) Collaborative learning, reasoning, and technology , pp. 37-60
    • Bielaczyc, K.1    Collins, A.2
  • 9
  • 10
    • 0002996079 scopus 로고    scopus 로고
    • Psychological theory and design of innovative learning environments: On procedures, principles, and systems
    • L. Schauble & R. Glaser Eds, Mahwah, NJ: Erlbaum
    • Brown, A. L., & Campione, J. C. (1996). Psychological theory and design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289-325). Mahwah, NJ: Erlbaum.
    • (1996) Innovations in learning: New environments for education , pp. 289-325
    • Brown, A.L.1    Campione, J.C.2
  • 14
    • 33644524784 scopus 로고    scopus 로고
    • New York: Oxford University Press
    • Chatzkel, J. L. (2003). Knowledge capital. New York: Oxford University Press.
    • (2003) Knowledge capital
    • Chatzkel, J.L.1
  • 15
    • 0031510165 scopus 로고    scopus 로고
    • Quantifying qualitative analysis of verbal data: A practical guide
    • Chi, M. T. H. (1997). Quantifying qualitative analysis of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271-315.
    • (1997) Journal of the Learning Sciences , vol.6 , pp. 271-315
    • Chi, M.T.H.1
  • 16
    • 0036114988 scopus 로고    scopus 로고
    • Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks
    • Chinn, C., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.
    • (2002) Science Education , vol.86 , pp. 175-218
    • Chinn, C.1    Malhotra, B.A.2
  • 17
    • 84970331963 scopus 로고
    • Restructuring the classroom.: Conditions for productive small groups
    • Cohen, E. G. (1994). Restructuring the classroom.: Conditions for productive small groups. Review of Educational Research, 64(1), 1-15.
    • (1994) Review of Educational Research , vol.64 , Issue.1 , pp. 1-15
    • Cohen, E.G.1
  • 19
    • 0003005629 scopus 로고    scopus 로고
    • Implications of a systems perspective for the study of creativity
    • R. J. Sternberg Eds, Cambridge, England: Cambridge University Press
    • Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Eds.), Handbook of creativity (pp. 313-335). Cambridge, England: Cambridge University Press.
    • (1999) Handbook of creativity , pp. 313-335
    • Csikszentmihalyi, M.1
  • 20
    • 33749237284 scopus 로고    scopus 로고
    • Focusing creativity
    • I. Nonaka & T. Nishiguchi Eds, Oxford, England: Oxford University Press
    • Cusumano, M. A. (2001). Focusing creativity. In I. Nonaka & T. Nishiguchi (Eds.), Knowledge emergence (pp. 111-123). Oxford, England: Oxford University Press.
    • (2001) Knowledge emergence , pp. 111-123
    • Cusumano, M.A.1
  • 21
    • 61449098463 scopus 로고    scopus 로고
    • Cyram, 2004, NetMiner II. Version 2.5.0. Seoul, South Korea: Author
    • Cyram. (2004). NetMiner II. Version 2.5.0. Seoul, South Korea: Author.
  • 23
    • 0033196882 scopus 로고    scopus 로고
    • The myth of self-managing teams: A reflection on the allocation of responsibilities between individuals, teams and the organization
    • De Leede, J., Nijhof, A. H., & Fisscher, O. A. (1999). The myth of self-managing teams: A reflection on the allocation of responsibilities between individuals, teams and the organization. Journal of Business Ethics, 21, 203-215.
    • (1999) Journal of Business Ethics , vol.21 , pp. 203-215
    • De Leede, J.1    Nijhof, A.H.2    Fisscher, O.A.3
  • 24
    • 61449200302 scopus 로고    scopus 로고
    • Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Eds.), Three worlds of CSCL: Can we support CSCL (pp. 61-91). Heerlen, The Netherlands: Open. Universiteit Nederland.
    • Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Eds.), Three worlds of CSCL: Can we support CSCL (pp. 61-91). Heerlen, The Netherlands: Open. Universiteit Nederland.
  • 26
    • 0038413924 scopus 로고    scopus 로고
    • Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom
    • Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20, 399-483.
    • (2002) Cognition and Instruction , vol.20 , pp. 399-483
    • Engle, R.A.1    Conant, F.R.2
  • 27
    • 0039551722 scopus 로고    scopus 로고
    • Learners' knowledge in optics: Interpretation, structure and analysis
    • Galili, I., & Hazan, A. (2000). Learners' knowledge in optics: Interpretation, structure and analysis. International Journal of Science Education, 22(1), 57-88.
    • (2000) International Journal of Science Education , vol.22 , Issue.1 , pp. 57-88
    • Galili, I.1    Hazan, A.2
  • 28
    • 41949132381 scopus 로고    scopus 로고
    • Boeing 787: Parts from around world will be swiftly integrated
    • September 11
    • Gates, D. (2005, September 11). Boeing 787: Parts from around world will be swiftly integrated. The Seattle Times.
    • (2005) The Seattle Times
    • Gates, D.1
  • 30
    • 0346361694 scopus 로고    scopus 로고
    • Progressive inquiry in a computer-supported biology class
    • Hakkarainen, K. (2003). Progressive inquiry in a computer-supported biology class. Journal of Research in Science Teaching, 40, 1072-1088.
    • (2003) Journal of Research in Science Teaching , vol.40 , pp. 1072-1088
    • Hakkarainen, K.1
  • 31
    • 4243180814 scopus 로고    scopus 로고
    • Riverside: University of California, Riverside, Department of Sociology
    • Hanneman, R. A. (2001). Introduction to social network methods. Riverside: University of California, Riverside, Department of Sociology.
    • (2001) Introduction to social network methods
    • Hanneman, R.A.1
  • 32
    • 0000827123 scopus 로고    scopus 로고
    • Participant structures, scientific discourse, and student engagement in fourth grade
    • Herrerikohl, L. R., & Guerra, M. R. (1998). Participant structures, scientific discourse, and student engagement in fourth grade. Cognition and Instruction, 16, 431-473.
    • (1998) Cognition and Instruction , vol.16 , pp. 431-473
    • Herrerikohl, L.R.1    Guerra, M.R.2
  • 34
    • 34548430572 scopus 로고    scopus 로고
    • An interactional perspective on group awareness: Alleviating the information-exchange dilemma (for everybody?)
    • Kimmerle, J., Cress, U., & Hesse, F. W. (2007). An interactional perspective on group awareness: Alleviating the information-exchange dilemma (for everybody?). International Journal of Human-Computer Studies, 65, 899-910.
    • (2007) International Journal of Human-Computer Studies , vol.65 , pp. 899-910
    • Kimmerle, J.1    Cress, U.2    Hesse, F.W.3
  • 39
    • 0002323299 scopus 로고    scopus 로고
    • Designing classrooms that support inquiry
    • J. Minstrell & E. V. Zee Eds, Washington, DC: American Association for the Advancement of Science
    • Lehrer, R., Carpenter, S., Schauble, L., & Putz, A. (2000). Designing classrooms that support inquiry. In J. Minstrell & E. V. Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 80-99). Washington, DC: American Association for the Advancement of Science.
    • (2000) Inquiring into inquiry learning and teaching in science , pp. 80-99
    • Lehrer, R.1    Carpenter, S.2    Schauble, L.3    Putz, A.4
  • 42
    • 0004287336 scopus 로고
    • Cambridge, MA: Harvard University Press
    • Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
    • (1979) Learning lessons
    • Mehan, H.1
  • 44
    • 0036014191 scopus 로고    scopus 로고
    • Knowing in practice: Enacting a collective capability in distributed organizing
    • Orlikowski, W. J. (2002). Knowing in practice: Enacting a collective capability in distributed organizing. Organization Science, 130), 249-273.
    • (2002) Organization Science , vol.130 , pp. 249-273
    • Orlikowski, W.J.1
  • 45
    • 27844569397 scopus 로고    scopus 로고
    • The knowledge creation metaphor - An emergent epistemological approach to learning
    • Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor - An emergent epistemological approach to learning. Science & Education, 14, 535-557.
    • (2005) Science & Education , vol.14 , pp. 535-557
    • Paavola, S.1    Hakkarainen, K.2
  • 46
    • 0001561063 scopus 로고
    • Pursuing scientific literacy in the middle grades through collaborative problem solving
    • Palincsar, A. S., Anderson, C. W., & David, Y. (1993). Pursuing scientific literacy in the middle grades through collaborative problem solving. Elementary School Journal, 5, 643-658.
    • (1993) Elementary School Journal , vol.5 , pp. 643-658
    • Palincsar, A.S.1    Anderson, C.W.2    David, Y.3
  • 48
    • 61449259835 scopus 로고    scopus 로고
    • Resnick, L. B, & Hall, M. W, 2001, The principles of learning: Study tools for educators Version 2.0, CD-ROM, Pittsburgh, PA: University of Pittsburgh, Institute for Learning, LRDC
    • Resnick, L. B., & Hall, M. W. (2001). The principles of learning: Study tools for educators (Version 2.0) [CD-ROM]. Pittsburgh, PA: University of Pittsburgh, Institute for Learning, LRDC.
  • 49
    • 0002527783 scopus 로고
    • Knowing and interacting: A study of culture, practices, and resources in a Grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor
    • Roth, W. M., & Bowen, G. M. (1995). Knowing and interacting: A study of culture, practices, and resources in a Grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128.
    • (1995) Cognition and Instruction , vol.13 , pp. 73-128
    • Roth, W.M.1    Bowen, G.M.2
  • 51
    • 0036040985 scopus 로고    scopus 로고
    • Emergence in psychology: Lessons from the history of non-reductionist science
    • Sawyer, R. K. (2002). Emergence in psychology: Lessons from the history of non-reductionist science. Human Development, 45, 2-28.
    • (2002) Human Development , vol.45 , pp. 2-28
    • Sawyer, R.K.1
  • 52
    • 33748553275 scopus 로고    scopus 로고
    • Emergence in creativity and development
    • K. Sawyer, V. John-Steiner, S. Moran, S. Sternberg, D. H. Feldman, J. Wakamura, et al, Eds, Oxford, England: Oxford University Press
    • Sawyer, R. K. (2003). Emergence in creativity and development. In K. Sawyer, V. John-Steiner, S. Moran, S. Sternberg, D. H. Feldman, J. Wakamura, et al. (Eds.), Creativity and development (pp. 12-60). Oxford, England: Oxford University Press.
    • (2003) Creativity and development , pp. 12-60
    • Sawyer, R.K.1
  • 53
    • 84993725149 scopus 로고    scopus 로고
    • Creative teaching: Collaborative discussion as disciplined improvisation
    • Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 3(2), 12-20.
    • (2004) Educational Researcher , vol.3 , Issue.2 , pp. 12-20
    • Sawyer, R.K.1
  • 55
    • 0347490472 scopus 로고    scopus 로고
    • Collective cognitive responsibility for the advancement of knowledge
    • B. Smith Eds, Chicago: Open. Court
    • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Eds.), 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
  • 56
    • 33747120202 scopus 로고    scopus 로고
    • CSILE/Knowledge Forum®In A. Kovalchick & K
    • Dawson Eds, Santa Barbara, CA: ABC-CLIO
    • Scardamalia, M. (2004). CSILE/Knowledge Forum®In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia (pp. 183-192). Santa Barbara, CA: ABC-CLIO.
    • (2004) Education and technology: An encyclopedia , pp. 183-192
    • Scardamalia, M.1
  • 58
    • 34250026318 scopus 로고    scopus 로고
    • Knowledge building: Theory, pedagogy, and technology
    • K. Sawyer Ed, New York: Cambridge University Press
    • Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118). New York: Cambridge University Press.
    • (2006) Cambridge handbook of the learning sciences , pp. 97-118
    • Scardamalia, M.1    Bereiter, C.2
  • 61
    • 0034359409 scopus 로고    scopus 로고
    • Constructing extended inquiry projects: Curriculum materials for science education reform
    • Singer, J., Marx, R. W., Krajcik, J., & Chambers, J. C. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35(3), 165-178.
    • (2000) Educational Psychologist , vol.35 , Issue.3 , pp. 165-178
    • Singer, J.1    Marx, R.W.2    Krajcik, J.3    Chambers, J.C.4
  • 62
    • 10844286203 scopus 로고    scopus 로고
    • The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding
    • Tabak, I., & Baumgartner, E. (2004). The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding. Cognition and Instruction, 22, 393-429.
    • (2004) Cognition and Instruction , vol.22 , pp. 393-429
    • Tabak, I.1    Baumgartner, E.2
  • 63
    • 0004212497 scopus 로고
    • Princeton, NJ: Princeton University Press
    • Thagard, P. (1992). Conceptual revolutions. Princeton, NJ: Princeton University Press.
    • (1992) Conceptual revolutions
    • Thagard, P.1
  • 64
    • 0011349021 scopus 로고    scopus 로고
    • Cambridge, England: Cambridge University Press
    • Valsiner, J., & Veer, R. V. D. (2000). The social mind. Cambridge, England: Cambridge University Press.
    • (2000) The social mind
    • Valsiner, J.1    Veer, R.V.D.2
  • 65
    • 34250002274 scopus 로고    scopus 로고
    • Student-directed assessment of knowledge building using electronic portfolios in Knowledge Forum
    • van Aalst, J., & Chan, C. K. K. (2007). Student-directed assessment of knowledge building using electronic portfolios in Knowledge Forum. Journal of the Learning Sciences, 16, 175-220.
    • (2007) Journal of the Learning Sciences , vol.16 , pp. 175-220
    • van Aalst, J.1    Chan, C.K.K.2
  • 67
    • 85047875702 scopus 로고
    • Collective mind in organizations: Heedful interrelating on flight decks
    • Weick, K. E., & Roberts, K. (1993). Collective mind in organizations: Heedful interrelating on flight decks. Administrative Science Quarterly, 38, 357-381.
    • (1993) Administrative Science Quarterly , vol.38 , pp. 357-381
    • Weick, K.E.1    Roberts, K.2
  • 68
    • 35448967423 scopus 로고    scopus 로고
    • Learning and teaching for understanding: The key role of collaborative knowledge building
    • J. Brophy Ed, Oxford, England: Elsevier/JAI Press
    • Wells, G. (2002). Learning and teaching for understanding: The key role of collaborative knowledge building. In J. Brophy (Ed.), Social constructivist teaching: Affordances and constraints (pp. 1-41). Oxford, England: Elsevier/JAI Press.
    • (2002) Social constructivist teaching: Affordances and constraints , pp. 1-41
    • Wells, G.1
  • 70
    • 84940033546 scopus 로고    scopus 로고
    • New York: Oxford University Press
    • Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
    • (1998) Mind as action
    • Wertsch, J.V.1
  • 71
    • 0002044295 scopus 로고    scopus 로고
    • Organizational creativity
    • R. J. Sternberg Ed, Cambridge, England: Cambridge University Press
    • Williams, W. M., & Yang, L. T. (1999). Organizational creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 373-391). Cambridge, England: Cambridge University Press.
    • (1999) Handbook of creativity , pp. 373-391
    • Williams, W.M.1    Yang, L.T.2
  • 72
    • 61449124889 scopus 로고    scopus 로고
    • March, Paper presented at the Knowledge Building Summer Institute, Ontario Institute for Studies in Education, University of Toronto, Canada
    • Zhang, J. (2004, March). The growing networks of inquiry threads in a knowledge building environment. Paper presented at the Knowledge Building Summer Institute, Ontario Institute for Studies in Education, University of Toronto, Canada.
    • (2004) The growing networks of inquiry threads in a knowledge building environment
    • Zhang, J.1
  • 74
    • 79952072305 scopus 로고    scopus 로고
    • Sustaining principle-based knowledge building innovation at an elementary school
    • April, Paper presented at the, Chicago, IL
    • Zhang, J., & Scardamalia, M. (2007, April). Sustaining principle-based knowledge building innovation at an elementary school. Paper presented at the annual meeting of American Educational Research Association, Chicago, IL.
    • (2007) annual meeting of American Educational Research Association
    • Zhang, J.1    Scardamalia, M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.