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Volumn 1, Issue , 2011, Pages 49-56

Principle-based design for collective growth: From knowledge-sharing to explanatory knowledge-building discourse

Author keywords

[No Author keywords available]

Indexed keywords

CLASSROOM STUDY; KNOWLEDGE BUILDING; KNOWLEDGE-SHARING;

EID: 84858399752     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper
Times cited : (4)

References (14)
  • 2
    • 33747094425 scopus 로고    scopus 로고
    • Knowledge Forum: Altering the relationship between students and scientific knowledge
    • Caswell, B., & Bielaczyc, K. (2002). Knowledge Forum: Altering the relationship between students and scientific knowledge. Education, Communication & Information, 1 (3), 281-305.
    • (2002) Education, Communication & Information , vol.1 , Issue.3 , pp. 281-305
    • Caswell, B.1    Bielaczyc, K.2
  • 4
    • 0037571607 scopus 로고    scopus 로고
    • Epistemology of inquiry and computer-supported collaborative learning
    • T. Koschmann, R. Hall & N. Miyake (Eds.) . Mahwah, NJ: Lawrence Erlbaum Associates
    • Hakkarainen, K., Lipponen, L., & Jarvela, S. (2002). Epistemology of inquiry and computer-supported collaborative learning. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 11-41). Mahwah, NJ: Lawrence Erlbaum Associates.
    • (2002) CSCL 2: Carrying Forward the Conversation , pp. 11-41
    • Hakkarainen, K.1    Lipponen, L.2    Jarvela, S.3
  • 5
    • 84895122839 scopus 로고    scopus 로고
    • From a focus on task to a focus on understanding: The cultural transformation of a Toronto classroom
    • T. Koschmann, R. Hall & N. Miyake (Eds.) . Mahwah, NJ: Lawrence Erlbaum Associates
    • Hewitt, J. (2002). From a focus on task to a focus on understanding: The cultural transformation of a Toronto classroom. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL2: Carrying Forward the Conversation (pp. 11-41). Mahwah, NJ: Lawrence Erlbaum Associates.
    • (2002) CSCL2: Carrying Forward the Conversation , pp. 11-41
    • Hewitt, J.1
  • 7
    • 21344436996 scopus 로고    scopus 로고
    • Collaborative learning processes associated with high and low conceptual progress
    • Oshima, J., Scardamalia, M., & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24, 125-155.
    • (1996) Instructional Science , vol.24 , pp. 125-155
    • Oshima, J.1    Scardamalia, M.2    Bereiter, C.3
  • 8
    • 0347490472 scopus 로고    scopus 로고
    • Collective cognitive responsibility for the advancement of knowledge
    • B. Smith (Ed.) . Chicago, IL: Open Court
    • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL: Open Court.
    • (2002) Liberal Education in A Knowledge Society , pp. 67-98
    • Scardamalia, M.1
  • 10
    • 34250026318 scopus 로고    scopus 로고
    • Knowledge building: Theory, pedagogy, and technology
    • R. K. Sawyer (Ed.) . New York, NY: Cambridge University Press
    • Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97-115). New York, NY: Cambridge University Press.
    • (2006) The Cambridge Handbook of the Learning Sciences , pp. 97-115
    • Scardamalia, M.1    Bereiter, C.2
  • 11
    • 70350070751 scopus 로고    scopus 로고
    • Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
    • van Aalst, J. (2009). Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses. Computer-Supported Collaborative Learning, 4, 259-287.
    • (2009) Computer-Supported Collaborative Learning , vol.4 , pp. 259-287
    • Van Aalst, J.1
  • 12
    • 34250002274 scopus 로고    scopus 로고
    • Student-directed assessment of knowledge building using electronic portfolios
    • van Aalst, J. & Chan, C.K.K. (2007). Student-directed assessment of knowledge building using electronic portfolios. Journal of the Learning Sciences, 16 (2), 175-220.
    • (2007) Journal of the Learning Sciences , vol.16 , Issue.2 , pp. 175-220
    • Van Aalst, J.1    Chan, C.K.K.2
  • 14
    • 61449118874 scopus 로고    scopus 로고
    • Designs for collective cognitive responsibility in knowledge building communities
    • Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18, 7-44.
    • (2009) Journal of the Learning Sciences , vol.18 , pp. 7-44
    • Zhang, J.1    Scardamalia, M.2    Reeve, R.3    Messina, R.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.