Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/97944


Title: Schools as Knowledge Building Organizations: Thirty Years of Design Research
Authors: 洪煌堯
Chen, Bodong;Hong, Huang-Yao
Contributors: 教育系
Date: 2016-04
Issue Date: 2016-06-16 12:06:58 (UTC+8)
Abstract: 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.
Relation: Educational Psychologist, Volume 51, Issue 2, pages 266-288
Data Type: article
DOI 連結: http://dx.doi.org/10.1080/00461520.2016.1175306
Appears in Collections:[教育學系] 期刊論文

Files in This Item:

File Description SizeFormat
index.html0KbHTML643View/Open


All items in 學術集成 are protected by copyright, with all rights reserved.


社群 sharing