Knowledge Building

The theory of knowledge building and theory of knowledge building describes a form of constructivist learning: The learner is an active part of a " learning community " that generates a collective knowledge that each member is freely accessible and can be modified from this. Not the learning individual is the focus here, but its contribution to the construction of " Public Knowledge ". The theory arose from the work of Marlene Scardamalia and Carl Heater ( 2006), is used by which this concept especially in the school's educational framework.

Assumptions

The authors understand the advancement of science as a central feature of modern society and argue that deeper understanding of content to be acquired is only possible if children are involved at school in a culture of knowledge society. This is not just to teach them the skills that are necessary for a joint construction of knowledge, but also the message that they are an active part of a wissenskreierenden company, working on common problems and develop new knowledge. Not only declarative knowledge ( knowledge about ) one thing is one of them, but a deductive deeper intuitive and implicit understanding ( knowledge of) the things is sought by Scardamalia & Bereiter this. Ideas should not only be for the time being generated, but constantly improved in order to advance the process of knowledge construction. And this should be done in terms of Knowledge Buildings collectively in a cooperative work community (such as school, university ... ). The focus is on understanding and not just dull processing of questions and storage of facts.

Scardamalia & Bereiter (2002 ) identify twelve basic assumptions of the Knowledge Building:

Applications

Important components of the Knowledge Buildings are on the one epistemic artefacts ( theories, models, etc. ) and secondly the common discourse. They represent auxiliary constructions, that can significantly advance the progress of knowledge. The constructive discourse differs from the usual in classrooms - and often aimless - debates and arguments in that it is committed to the advancement of the knowledge domain. A common understanding of the issues is sought, and there will be further attempts to expand the amount of the accepted facts from all sides in an area.

A Knowledge Building technology aims to make it information to " use " rather than just learning in the traditional sense. Scardamalia & Bereiter (1999) characterize the pedagogy of Knowledge Building using some contrasts to conventional education and learning practice:

Problem versus Focus Focus topic

The Knowledge Building pedagogy devoted to the more problem-and solution-oriented learning. Virtual problems can be stated as a note that is displayed in the following comments, so that the problem will always keep in focus and also related issues are more easily accessible.

Production of Knowledge objects versus media objects

Unlike a prefabricated object of knowledge offer Knowledge Forum notes (or compositions of notes and commentaries ) that can be complemented and challenged by different individuals of the learning community. These textual and graphical notes can in views, ie High-level visualizations of the work on a particular problem are summarized.

Contribution versus display

In contrast to traditional retrieval of knowledge or written work in class, the Knowledge Building pedagogy emphasizes individual contributions to the advancement of general knowledge discourse.

Theory versus Improvement Finding Answers

When children know that they need to find answers to questions that they tend to "learn" given answers to in textbooks. After the Knowledge Building Theory students should be encouraged to call the problem to express a presumption ( in Knowledge Forum were the scaffolds, such as " My Theory" ) and to verify this. If the suspicions are confirmed, the student is experiencing additionally a success.

Sustained versus single pass Knowledge

In contrast to free discussion in the classroom communication in Knowledge Forum can be stored and easily retrievable so for future issues or to refresh, can be re- discussed and revised. Students grab as actually more common on the old information back and add new ideas.

Public versus person -to- person communication

In contrast to conventional conversational structure - Face -to-face - is explicitly addressed to anyone written communication in the Knowledge Forum. This fact is the focus of knowledge creation in the sense of "To whom it may concern ... ".

Opportunity for reflection versus one- second wait time

Teachers typically wait a second on the response of a student before calling someone else or answer the question yourself. In an asynchronous medium for students to allow time to formulate their response, and are not inhibited by social or emotional barriers.

In summary, the students take over after a Knowledge Building pedagogy itself the responsibility for the solution of general knowledge questions. The teacher should only help the students to grow into this responsibility.

Practical implications

The authors developed in 1983, the computer program CSILE ( Computer Supported Intentional Learning Environments ). This should be the conservative information structures in the class system, in which the teacher is the voice of all information break through and allow a new form of cooperative work. Questions, criticism, assumptions, and the like could be communicated through CSILE on a universally accessible platform. Instead of directing the flow of information through a moderator ( teacher ), the students were able to discuss by e -mail about a topic. With this modification a hypertext that represented the collective knowledge arose. Scardamalia gave in this computer system as assistance so-called scaffolds or epistemic markers - such as " My theory is .. ", " I want to understand ... ", " New information", etc. This allowed the meta-discourses promoted and the exchange will be given a clearer line. The emerging here questions "How? " and "Why?" form the basis of a functioning knowledge building path by Scardamalia & Bereiter. The successor program of CSILE - Knowledge Forum - follows more specifically the rules of the Knowledge Building. It provides a working platform for various "communities" (classrooms, service, health organizations, industry ... ) to work with the above mentioned socio- cognitive practices that are fundamental to knowledge-and innovation -building communities. This Knowledge Forum is subject to continuous revision through the development of theories, experiences and newly emerging problems and issues. This is an expanding knowledge environment that supports the creation of knowledge at all educational levels, but can also be used in non- educational technical areas. Subthreads for mutual exchange, the Knowledge Forum also serves as a database. By Views and Notes brief explanations, diagrams, and maps can be added to give the written information visual structure. In the school context, of course, not only the Knowledge Forum is to be used. The user read books and magazines, lead small group discussions or treat the subject in class, experiments are carried out - it should be used every means for a deeper learning process. In Knowledge Forum, however, most of the work was to take place - the state of knowledge is " materialized ", is taking shape and evolving in the community. Here the result of all offline activities appear by the common effort to knowledge creation. Knowledge Building in this format would achieve a "collective zone of proximal development ". The task of research is to identify this potential and to find ways to realize it.

Furthermore, the authors report on successful applications of the premises and applications of knowledge building in the school context.