The Cambridge Handbook of the Learning Sciences: Knowledge Building

By Marlene Scardamalia, Carl Bereiter. 2005

1,159 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/cfb1872aabc15580491998ed502c4735a437d140

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In Developmental and Educational Psychology

Citations in the corpus

Understanding affordances and challenges of three types of video for teacher professional development (2011, background): “(Group meeting of 3/14/2007) Scardamalia and Bereiter (2006) argued that in progressive knowledge building discourse, learning is idea improvement rather than knowing the pre-determined “truth.”
Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development (2011, background): “For example, in the study of Seymour and Lehrer (2006), as the teacher learned to recognize students’ ways of talking about mathematics and build on the particulars of their ideas, her classroom discourse became increasingly interanimated. Interanimation of ideas can be compared to polyphony in musi”
Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, background): “In collaborative learning, the ultimate goal is coconstruction of knowledge shared among members of the group (cf. Chi & Wylie, 2014; Dillenbourg, 1999; Resnick, 1991; Roschelle & Teasley, 1995; Scardamalia & Bereiter, 2006).”
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making (2015, background): “The question as to how subject-specific literacy learning can be promoted in school has been addressed by several scholars including Veel (1997), Martin and White (2005), Coffin (2006a, 2006b), Halliday and Matthiessen (2004), Martin and Rose (2008) and Llinares et al.”
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities (2009, background): “In the business world, this is referred to as the organization's corporate knowledge ; in the knowledge-building literature, we refer to it as community knowledge ( Scardamalia, 2002 ; Scardamalia & Bereiter, 2006 ).”
A Comprehensive Survey and Classification of Approaches for Community Question Answering (2016, background): “DOI: http://dx.doi.org/10.1145/2934687”
Engaging in Science: A Feeling for the Discipline (2016, background): “We are also building from accounts of students’ epistemic agency (Scardamalia, 2000; Scardamalia & Bereiter, 2006), disciplinary engagement (Engle & Conant, 2002), and dispositions (Lehrer, 2009), all of which, we argue, implicate affect and motivation as inherent in science.”
Learners' Epistemic Criteria for Good Scientific Models. (2011, background): “Finally, the social processes of debating, vetting, adopting, and applying epistemic criteria in group and class discussions can contribute to the development of powerful knowledgebuilding communities within classrooms (cf. Brown & Campione, 1996; Scardamalia & Bereiter, 2006).”