Collective cognitive responsibility for the advancement of knowledge

By Marlene Scardamalia. 2002

1,213 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1b06565fe6b59408e63bfe84f1c4647ebe207334

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Citations in the corpus

A Framework for Teachable Collaborative Problem Solving Skills (2015, background): “The highest level of knowledge building occurs in those problem solvers who are able to integrate and synthesise the input from collaborators (Scardamalia 2002 ) in the description and interpretation of a given problem.”
Relations between teacher students’ approaches to learning, cognitive and attributional strategies, well-being, and study success (2012, background): “The notion of agency describes a person’s capability and motivation to make choices and to take intentional actions in the direction of these choices in a way that makes a difference in one’s life and in the community (Scardamalia 2002).”
Innovation intermediaries and collaboration: Knowledge–based practices and internal value creation (2018, unknown): “knowledge advancement include adopting a structured approach towards actively exploring and internalising new knowledge, hiring new staff who possess the required new knowledge (Earl, 2001; Lichtenthaler and Lichtenthaler, 2009) and better team-based learning techniques both within and across organi”
The MOOC model for digital practice (2010, background): “The Living Archives' synthesis of social networking technologies and knowledge creation principles (Scardamalia, 2002) prefigures on a small scale some of the issues raised in this study.”
One-to-One Technology-Enhanced Learning: an Opportunity for Global Research Collaboration (2006, background): “An example of an integrated social learning approach that utilizes highly accessible technology is “knowledge building” (Scardamalia 2002; Scardamalia & Bereiter, 2003).”
Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses (2009, background): “Scardamalia (2002) conceptualizes such advances as “ rise-above, ” which she described as “ working toward more inclusive principles and higher-level formulations of problems.”
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities (2009, methodology): “…for establishing effective procedures, for assigning and completing practical tasks, for understanding and facilitating team dynamics (Gloor, 2006), for remaining cognitively on top of activities and ideas as they unfold (Leonard-Barton, 1995; Scardamalia, 2002), managing the process as a whole.”
Online Education: Benefits, Challenges and Strategies During and After COVID-19 in Higher Education (2020, background): “In this vein, Scardamalia (2002) states that the teachers' role in using ICT in language teaching should be for promoting learning outcomes of the learners.”
A systemic and cognitive view on collaborative knowledge building with wikis (2008, background): “As we agree with Scardamalia and Bereiter (2003) who emphasize the importance of knowledge-creating competencies “in a knowledge society” ( Scardamalia 2002, p. 67 ), we wish to point out the necessity of systematically analyzing the potential of wikis as tools for knowledge building.”
Keeping It Complex (2013, background): “And the response of the teacher must do double duty: It needs to treat students as sense-makers to build the kind of relationship that will engage them in serious intellectual activity, and at the same time, it needs to push them toward higher order learning goals (Cohen, 2011; Scardamalia, 2002).”
Technology in Support of Collaborative Learning (2007, background): “Distributed communities are also coming of age (Scardamalia, 2002; Stone-Wiske, 2002); however, a challenge confronting them is how to increase the social presence of the instructor and the learners.”
Talk the talk: Learner-generated podcasts as catalysts for knowledge creation (2008, background): “A useful framework that synthesises and expresses the processes of knowledge building is that proposed by Scardamalia (2002) , who identifies 12 key principles.”
Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help? (2016, unknown): “Oneofthe best known examples of CSCL environments that support co-construction is Knowledge Building (Chan, 2013; Scardamalia, 2002; Scardamalia & Bereiter, 2014).”
The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education (2009, background): “The community of instructors working on a course shares collective cognitive responsibility (Scardamalia, 2002) in that participants work toward distributing responsibility for the group effort.”
Facilitating family group inquiry at science museum exhibits (2010, background): “Even if visitors privately ask questions or draw conclusions as they use exhibits, articulating such thoughts publicly is a notable inquiry skill in itself, and moves the family’s investigation forward by putting ideas into public spaces for recognition and improvement by peers (Quintana et al., 200”
Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension (2013, background): “Students’ awareness of source features as they appear in written discourse is part of their more general ability to take a critical stance with respect to any particular source, including those that bear the highest marks of authority (Scardamalia, 2002).”
Engaging in Science: A Feeling for the Discipline (2016, background): “…2007; Pintrich, 2003) on the role of autonomy and competence in generating student interest as well as accounts on disciplinary learning of students’ epistemic agency (Scardamalia, 2000, 2002) and their “having of wonderful ideas” (Duckworth, 2006) as centrally important for science education.”
The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning (2005, background): “2003); this may be called epistemic agency (Scardamalia 2002).”