Knowledge Building: Advancing the State of Community Knowledge
Knowledge Building: Advancing the State of Community Knowledge
复制标题
知识建设：推进社区知识状况
DOI：
10.1007/978-3-030-65291-3_14
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发表时间：
2021
影响因子：
3.4
通讯作者：
C. Bereiter
中科院分区：
文献类型：
--
作者：
M. Scardamalia;C. Bereiter
“知识建设”可被理解为“知识创造”的同义词，因为这一术语用于组织科学和创新网络，并因对参与者的教育效益和福祉、公共利益的知识以及知识创造的复杂系统概念的关注而扩大。因此，知识建设的教室和网络功能的设计模式，与“设计思维”作为一个基本的思维模式。虽然是许多建构主义方法之一，但知识建构的特点是强调推进社区知识的状态（相当于推进“最先进的状态”）和“认知机构”：学生对想法改进的集体责任。知识论坛技术旨在支持社区内部和社区之间的知识创造性话语，并提供反馈工具，供学生自己在行使认识机构时使用。务实的认识论问题进行了讨论，包括规定的活动结构，外部脚本，概念和材料的文物，因为这些问题涉及到自组织和创造性的知识工作。
“Knowledge Building” may be understood as synonymous with “knowledge creation,” as that term is used in organizational science and innovation networks, amplified by a concern with educational benefit and well-being of participants, knowledge for public good, and complex systems conceptions of knowledge creation. Thus, knowledge-building classrooms and networks function in design mode, with “design thinking” as a basic mode of thought. Although one among many constructivist approaches, Knowledge Building is distinguished by an emphasis on advancing the state of community knowledge (comparable to advancing the “state of the art”) and on “epistemic agency”: students’ collective responsibility for idea improvement. Knowledge Forum technology is designed to support knowledge-creating discourse within and between communities and to provide feedback tools that students themselves can use in exercising epistemic agency. Pragmatic epistemological issues are discussed, including prescribed activity structures, external scripts, and conceptual and material artifacts, as these issues relate to self-organization and creative knowledge work.