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ERIC Number: EJ827229
Record Type: Journal
Publication Date: 2009-Jan
Pages: 38
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-1050-8406
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities
Zhang, Jianwei; Scardamalia, Marlene; Reeve, Richard; Messina, Richard
Journal of the Learning Sciences, v18 n1 p7-44 Jan 2009
This article reports a design experiment conducted over three successive school years, with the teacher's goal of having his Grade 4 students assume increasing levels of collective responsibility for advancing their knowledge of optics. Classroom practices conducive to sustained knowledge building were co-constructed by the teacher and students, with Knowledge Forum software supporting the production and refinement of the community's knowledge. Social network analysis and qualitative analyses were used to assess online participatory patterns and knowledge advances, focusing on indicators of collective cognitive responsibility. Data indicate increasingly effective procedures, mirrored in students' knowledge advances, corresponding to the following organizations: (a) Year 1--fixed small-groups; (b) Year 2--interacting small-groups with substantial cross-group knowledge sharing; and (c) Year 3--opportunistic collaboration, with small teams forming and disbanding under the volition of community members, based on emergent goals. The third-year model maps most directly onto organic and distributed social structures in real-world knowledge-creating organizations and resulted in the highest level of collective cognitive responsibility, knowledge advancement, and dynamic diffusion of information. Pedagogical and technological innovations to enculturate youth into a knowledge-creating culture, with classroom practices to encourage distributed and opportunistic collaboration, are discussed. (Contains 6 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A