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ERIC Number: EJ1100585
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
Reference Count: 141
ISBN: N/A
ISSN: ISSN-0046-1520
Schools as Knowledge-Building Organizations: Thirty Years of Design Research
Chen, Bodong; Hong, Huang-Yao
Educational Psychologist, v51 n2 p266-288 2016
In this article we review the Knowledge-Building literature, unpacking its conceptual framework, principle-based pedagogy, distinctive features, and issues regarding scalability and sustainability. The Knowledge-Building goal is to reframe education as a knowledge-creating enterprise, engaging students from the earliest years of schooling. Despite a 30-year program of research and development and recognition that there is a close fit between Knowledge Building and efforts to meet knowledge society needs, Knowledge Building is frequently reinterpreted along the general lines of bringing constructivist learning into schooling rather than means to reframing education as a knowledge-creating enterprise. This article aims to clarify Knowledge-Building goals and to make the opportunities afforded by Knowledge Building more accessible.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A