Knowledge Building Resources

Other Knowledge Building Networks

Institute for Knowledge Innovation and Technology (Canada)
IKIT is a global network of organizations committed to the advancement of knowledge building technology and practices in all sectors of society. At IKIT there is a comprehensive overview of Knowledge Forum® software - includes demos, case studies, reviews, and product trials. It is also a rofessional Development Network for Knowledge Building in Schools - includes international supports, resources, and networking opportunities for teachers wishing to create Knowledge Building classrooms.

The Knowledge Building Exchange (Hong Kong)
KBE is an interactive web portal designed to facilitate the advancement of knowledge building, an educational model that helps students learn what a community needs to accomplish to create new knowledge. The goal of the site is to put research findings and resources for knowledge building directly in the hands of teachers and students, and to support ongoing classroom work.

Knowledge Building International project (KBIP)
In this network partnerships between classrooms are created that utilize the internet-based knowledge ware platform "Knowledge Forum."

Presentations about Knowledge Building in the classroom

Knowledge Building International Project, 2009-2010 School Year. This is a PowerPoint slide show presented as a pdf file and describes projects and partners collaborating in the Knowledge Building in Action (KBIP) world-wide network.

The anatomy of a KB classroom. This pdf of a PowerPoint slide show is a guide to the Knowledge Building in Action organisation and sponsored activities.

Useful readings

Conceptual

Bereiter, C. & Scardamalia, M. (2010). Can children really create knowledge? Canadian Journal of Learning and Technology, 36(1). Available from http://www.cjlt.ca/index.php/cjlt/article/view/585/289 

Bielaczyc, K. & Collins, A. (2006). Fostering knowledge-creating communities. In A. O' Donnell, C. Hmelo-Silver, & G. Erkens (Eds.). Collaborative learning, reasoning, and technology (pp. 37-60), Nahwah, NJ: Lwrence Erlbaum Associates. Available from  http://www.encorewiki.org/download/attachments/5833029/BielaczycCollinsKCC2006.pdf

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: Open Court. Available fromhttp://ikit.org/fulltext/inpressCollectiveCog.pdf

Scardamalia, M. & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.). The Cambridge handbook of the learning sciences (pp. 97-115). New York: Cambridge University Press. Available from http://ikit.org/fulltext/2006_KBTheory.pdf.

Smith, B. & Bereiter, C. (2002). Liberal education in a knowledge society. Peru, Ill: Open Court Publishing Co.

Empirical - primary

Bereiter, C. (2003) Bringing classrooms into the knowledge age. Lecture presented at the Conference on Reform Initiatives in Teaching and Learning, University of Macau, 28 November 2003 Available from http://kbinaction.com/files/Reform_Initiatives_Bereiter_OISE.pdf

Bereiter, C., Cassells, C., & Hewitt, J. (1997). Postmodernism, Knowledge building, and elementary science. The Elementary School Journal, 97(4), pp. 329-340. Available from http://www.cce.ufsc.br/~fialho/BasesCogInfo/material/inresslearning/1997Postmodernism.pdf

Hakkarainen, K. (2003). Progressive inquiry in a computer-supported biology class. Journal of Research in Science Teaching, 40(10), 1072-1088. Available from http://onlinelibrary.wiley.com/doi/10.1002/tea.10121/pdf.

Oshima, J., Oshima, R., Murayama, I., Inagaki, S., Takenaka, M., Yamamoto, T., Yumaguchi, E., & Nakayama, H. (2006). Knowledge-building activity structures in Japanese elementary science pedagogy. Computer-Supported Collaborative Learning, 1, 229-246.

Seitamaa-Hakkarainen, P., Viilo, M., & Hakkarainen, K. (2010). Learning by collaborative designing technology-enhanced knowledge practices. International Journal of Technology and Design Education, 20(2), 109-136.  Available from http://204.202.238.225/~adminribie/ribiecol.org/embebidas/congreso/2008/conferencias/pirita.pdf

So, H-J., Seah, L. H., Toh-Heng, H. L. (2009). Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges. Computers and Education, 54, 479-490.

Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, grades 3 and 4. Instructional Science, 38, 147-171.

van Aalst, J. & Truong, M. S. (2011). Promoting knowledge creation discourse in an Asian primary five classroom: Results from an inquiry into life cycles. International Journal of Science Education, 4(1), 487-515.

Zang, J., Hong, H-Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building at a principle-based innovation in an elementary school. The Journal of the Learning Sciences, 20, 262-307.

Zhang, J., Scardamalia, M., Lamon, M., Messina, R. & Reeve R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds. Educational Technology Research and Development, 55, 117-145.  

Zhang, J., Scardamalia, M., Reeve R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities, Journal of the Learning Sciences, 18(1), 7-44.

Empirical - secondary

Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. Computer-Supported Collaborative Learning, 6, 147-186.

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.

 

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