Education for the Knowledge Age: Design-Centered Models of Teaching and Instruction

By Carl Bereiter, Marlene Scardamalia. 2006

171 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ceac53ab2fd050b51c624693e7ccc3824c1fc32f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Manu Kapur
2. Ravit Golan Duncan
3. Clark A. Chinn
4. Robin S. Adams
5. William A. Sandoval
6. C. Hmelo‐Silver
7. R. Beach
8. Jamie D. Smith

In Education

1. Manu Kapur
2. Clark A. Chinn
3. Ravit Golan Duncan
4. Robin S. Adams
5. William A. Sandoval
6. C. Hmelo‐Silver
7. R. Beach
8. Jamie D. Smith

In Literature and Literary Theory

1. C. Hmelo‐Silver
2. Manu Kapur
3. William A. Sandoval

Citations in the corpus

• Conjecture Mapping: An Approach to Systematic Educational Design Research (2014, background): “Examples of this latter sort of design research include CSILE/KnowledgeForum (Bereiter & Scardamalia, 2006; Scardamalia & Bereiter, 1993) and Fifth Dimension (K. Brown & Cole, 2002; Scott, Cole, & Engel, 1992).”
• Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, background): “Argument is also about discovery and clarity as well as persuasion, occurring in what Bereiter and Scardamalia (2006) called design mode, as distinct from belief mode.”
• The Informed Design Teaching and Learning Matrix (2012, background): “Research can involve working creatively with “conceptual artifacts – such as theories, problem formations and interpretations” (Bereiter & Scardamalia, 2006, p. 700) and can yield ideas that help refute proposed design ideas (Broadbent, 1984).”
• Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “…solving, inquiry, argumentation, reasoning, inventing, metacognition and self-regulation, epistemic fluency and flexibility, adaptiveness, collaboration, knowledge building, learning to learn, and so on, are all equally if not even more important goals of learning (Bereiter & Scardamalia, 2006).”
• Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “It requires one to also consider the goals of education—including not only learning content but also learning “softer skills” (Bereiter & Scardamalia, 2006) such as epistemic practices, self-directed learning, and collaboration that are not measured on achievement tests but are important for being…”