The term "knowledge building," introduced in the late 1980s, has gradually acquired a distinctive meaning within the family of constructivist approaches in education. It refers to the creation of knowledge as a public good. It represents a positive answer to questions raised in a 1994 paper: "Can a school class, as a collective, have the goal of understanding gravity or electricity? Can it sustain progress toward this goal even though individual members of the class may flag in their efforts or go off on tangents? Can one speak of the class-again, considered as a community, not as a mere collection of individuals-achieving an understanding that is not merely a tabulation of what the individual students understand?" New concepts such as Hakkarainen's "epistemic mediation," Stahl's "group cognition," Scardamalia and Bereiter's "improvable ideas" and their distinction between "belief mode" and "design mode" offer insight into how community advances in understanding are achievable.

Strengthening the conceptual foundations of knowledge building theory and pedagogy

Ritella G.;
2011

Abstract

The term "knowledge building," introduced in the late 1980s, has gradually acquired a distinctive meaning within the family of constructivist approaches in education. It refers to the creation of knowledge as a public good. It represents a positive answer to questions raised in a 1994 paper: "Can a school class, as a collective, have the goal of understanding gravity or electricity? Can it sustain progress toward this goal even though individual members of the class may flag in their efforts or go off on tangents? Can one speak of the class-again, considered as a community, not as a mere collection of individuals-achieving an understanding that is not merely a tabulation of what the individual students understand?" New concepts such as Hakkarainen's "epistemic mediation," Stahl's "group cognition," Scardamalia and Bereiter's "improvable ideas" and their distinction between "belief mode" and "design mode" offer insight into how community advances in understanding are achievable.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11591/495928
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