| dc.contributor | 教育系 | |
| dc.creator (作者) | 洪煌堯 | zh_TW |
| dc.creator (作者) | Chen, Bodong;Hong, Huang-Yao | |
| dc.date (日期) | 2016-04 | |
| dc.date.accessioned | 16-六月-2016 12:06:58 (UTC+8) | - |
| dc.date.available | 16-六月-2016 12:06:58 (UTC+8) | - |
| dc.date.issued (上傳時間) | 16-六月-2016 12:06:58 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/97944 | - |
| dc.description.abstract (摘要) | 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. | |
| dc.format.extent | 111 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | Educational Psychologist, Volume 51, Issue 2, pages 266-288 | |
| dc.title (題名) | Schools as Knowledge Building Organizations: Thirty Years of Design Research | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.1080/00461520.2016.1175306 | |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1080/00461520.2016.1175306 | |
