KB Articles

 

2017

Cacciamani S. (2017). Experiential Learning and Knowledge Building in Higher Education: an Application of the Progressive Design Method, Journal of e-Learning and Knowledge Society (13),1, 27-38.

Scardamalia, M. (2017). Knowledge Forum. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of School Learning. Thousand Oaks, CA: SAGE.

Scardamalia, M., & Bereiter, C. (2017). Two modes of thinking in knowledge building. Revista Catalana de Pedagogia, 12, 61-83.

2016

Bereiter, C., & Scardamalia, M. (2016). “Good Moves” in knowledge-creating dialogue. QWERTY, 11(2), 12-26. http://www.ckbg.org/qwerty/index.php/qwerty/article/view/242

Chan, M. J. S. (2016, July 29). History is not the past. School Bag: The Education News Site. Retrieved from: https://www.schoolbag.sg/story/history-is-not-the-past

Chen, B. (2016). Fostering scientific understanding and epistemic beliefs through judgments of promisingness. Educational Technology Research and Development

Chen, B., & Hong, H.-Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2), 266-288.

Chen, B. & Zhang, J. (2016). Analytics for knowledge creation: Towards epistemic agency and design-mode thinking. Journal of Learning Analytics, 3(2), 139–163. http://dx.doi.org/10.18608/jla.2016.32.7 

Hong, H.-Y., Chen, B., & Chai, C. S. (2016). Exploring the development of college students’ epistemic views during their knowledge building activities. Computers & Education, 98, 1–13.

Hong, H., Chen, B.., Lin, C.P., & Wu, Y.-T. (2016). Fostering more informed epistemic views among students through knowledge building. In Proceedings of the International Conference on Learning Sciences 2016. Singapore: The International Society of the Learning Sciences.

Ma, L., Matsuzawa, Y., Chen, B., & Scardamalia, M. (2016). Community knowledge, collective Responsibility: The emergence of rotating leadership in three knowledge building communities. In Proceedings of the International Conference on Learning Sciences 2016. Singapore: The International Society of the Learning Sciences.

Ma, L., Matsuzawa, Y., & Scardamalia, M. (2016). Rotating leadership and collective responsibility in a grade 4 Knowledge Building classroom. International Journal of Organisational Design and Engineering (IJODE), 4(1-2), 54-84.

Resendes, M., & Dobbie, K. (2016). Knowledge building gallery. Leading Student Achievement Project. D. Maika, E. Hine, E. Heaver, & L. White (Eds.). Retrieved September 1, 2017, from http://thelearningexchange.ca/wp-content/uploads/2017/04/Knowledge-Building-Booklet-Accessible-1.pdf

Scardamalia, M., & Bereiter, C. (2016). Creating, criss-crossing, and rising above idea landscapes. In R.H. Huang, Kinshuk, & J. K. Price (Eds.), ICT in education in global context: comparative reports of K-12 schools innovation (pp. 3-17). Berlin, Germany: Springer-Verlag.

2015

Bereiter, C., & Scardamalia, M. (2015). Qwerty and the International Knowledge Building Design Community. Qwerty 10, (1), 29-36.

Chen, B. (2015). Devising technological and pedagogical supports for metadiscourse in knowledge building. In O. Lindwall, P. Hakkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen. (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2 (pp. 908-909). Gothenburg, Sweden: The International Society of the Learning Sciences.

Chen, B. (2015). Exploring the digital divide: The use of digital technologies in Ontario public schools. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 41(3), 1-23.

Chen, B. (2015). From theory use to theory building in learning analytics: A commentary on “Learning analytics to support teachers during synchronous CSCL”. Journal of Learning Analytics, 2(2), 163–168.

Chen, B., Ma, L., Matsuzawa, Y., & Scardamalia, M. (2015). The development of productive vocabulary in knowledge building: A longitudinal study. In O. Lindwall, P. Hakkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen. (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1 (pp. 443-450). Gothenburg, Sweden: The International Society of the Learning Sciences.

Chen, B., Scardamalia, M., & Bereiter, C. (2015). Advancing Knowledge Building Discourse through Judgments of Promising Ideas. International Journal of Computer-Supported Collaborative Learning (ijCSCL), (DOI) 10.1007/s11412-015-9225-z

Resendes, M., Scardamalia, M., Bereiter, C., Chen, B., & Halewood, C. (2015). Group-level formative feedback and metadiscourse. International Journal of Computer-Supported Collaborative Learning, 10(3), pp 309-336.

Scardamalia, M., & Bereiter, C. (2015). Naomi’s vision: The learning sciences and sciences of practice. Cognitive Studies: Bulletin of the Japanese Cognitive Science Society, 22(4), 539-541.

2014

Bereiter, C. (2014). Principled practical knowledge: Not a bridge but a ladder. Journal of the Learning Sciences, 23:1, 4-17. dii: 10.1080/10508406.2013.812533

Bereiter, C. & Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. In S. C. Tan, H. J. So, J. Yeo (Eds.) Knowledge creation in education (pp. 35-52). Singapore: Springer.

Chen, B. (2014). Visualizing semantic space of online discourse: The Knowledge Forum case. In Proceedings of the Fourth International Conference on Learning Analytics and Knowledge – LAK ’14 (pp. 271–272). New York, New York, USA: ACM Press.

Chen, B., & Resendes, M. (2014). Uncovering what matters: Analyzing transitional relations among contribution types in knowledge-building discourse. In Proceedings of the Fourth International Conference on Learning Analytics And Knowledge – LAK ’14 (pp. 226–230). New York, New York, USA: ACM Press.

Chiu, C., Fujita, N. (2014). Statistical Discourse Analysis of Online Discussions: Informal Cognition, Social Metacognition, and Knowledge Creation. In Tan, S., So, H., and Yeo (Eds) Knowledge Creation in Education. Singapore: Springer.

Hong, H-Y. & Scardamalia, M. (2014). Community knowledge assessment in a knowledge building environment. Computers and Education, 71, 279-288.

Law, N. (2014). Knowledge Building Pedagogy and Teachers’ Technological Pedagogical Content Knowledge. In Tan, S., So, H., and Yeo (Eds) Knowledge Creation in Education. Singapore: Springer.

Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (Second Edition) (pp. 397-417)New York: Cambridge University Press.

Scardamalia, M., & Bereiter, C. (2014). Education in an open informational world. In R. Scott, and S. Kosslyn (Eds.). Emerging trends in the social and behavioral sciences. Wiley Online Library. doi:10.1002/9781118900772

Scardamalia, M., & Bereiter, C. (2014). Smart technology for self-organizing processes. Smart Learning Environments. 2014, 1:1.

Scardamalia, M., & Bereiter, C. (2014). Education for Innovation: Beyond ’21st Century Skills’. Educational Technology: The Magazine for Managers of change in Education, 54(1), 61-63.

2013

Bereiter, C., & Scardamalia, M.  (2013). Self-organization in conceptual growth. Practical implications. In. S. Vosniadou, (Ed.). International handbook of research on conceptual change (2nd ed) (pp. 504-519). New York: Routledge.

Chen, B., Scardamalia, M., Acosta, A., Resendes, M., & Kici, D. (2013). Promisingness judgments as facilitators of knowledge building. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 – Short papers, Panels, Posters, Demos & Community Events (pp. 231-232). International Society of the Learning Sciences.

Resendes, M., Chen, B., Acosta, A., & Scardamalia, M. (2013). The effect of formative feedback on vocabulary use and distribution of vocabulary knowledge in a grade two Knowledge Building class. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 – Full Papers & Symposia (pp. 391-398). International Society of the Learning Sciences.

2012

Bereiter, C., & Scardamalia, M. (2012). Theory building and the pursuit of understanding in history, social studies, and literature. In J. R. Kirby, & M. J. Lawson (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes (pp. 160-177). New York: Cambridge University Press.

Scardamalia, M., Bransford, J., Kozma, R., & Quellmalz, E. (2012). New assessments and environments for knowledge building. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 231-300). Springer Science+Business Media B.V.

2011

Ellis, G. W., Rudnitsky, A. N., Moriarty, M. A., & Mikic, B. (2011). Applying knowledge building in an engineering class: A pilot study. International Journal of Engineering Education, 27, 945 – 957.

Hong, H.-Y., Chen, F.-C., Chai, C. S., & Chan, W.C. (2011). Teacher education students’ views about knowledge building theory and practice. Instructional Science, 39, 467 – 482.

Matsuzawa, Y., Oshima, J., Oshima, R., Niihara, Y., Sakai, S. (2011) KBDex: A platform for Exploring Discourse in Collaborative Learning. Procedia – Social and Behavioral Science 26, 198 – 207.

2010

Bereiter, C., & Scardamalia, M. (2010). “Good moves” in knowledge-creating dialogue: Preliminary sketch of a model. [Online].

Bereiter, C., & Scardamalia, M. (2010). Can children really create knowledge? Canadian Journal of Learning and Technology, 36(1). Published online at http://www.cjlt.ca/index.php/cjlt/article/view/585

Cacciamani, S. (2010). Towards a Knowledge Building Community: From Guided to Self Organized Inquiry. Canadian Journal of Learning and Technology, 36(1)

Chuy, M., Scardamalia, M., Bereiter, C., Prinsen, F., Resendes, M., Messina, R. …. Chow, A. (2010). Understanding the nature of science and scientific progress: A theory-building approach. Canadian Journal of Learning and Technology, 36(1).

Gan, Y., Scardamalia, M., Hong, H.-Y., & Zhang, J. (2010). Early development of graphical literacy through knowledge building. Canadian Journal of Learning and Technology, 36(1).

Laferriere, T., Montane, M., Gros, B., Alvarez, I., Bernaus, M., Breuleux, A., Allaire, S., Hamel, C., Lamon, C. (2010). Partnerships for Knowledge Building: An emerging model. Canadian Journal of Learning and Technology, 36(1)

Lamon, M., & Laferrière, T. (2010). Neuroscience, the learning sciences, and innovation. Education Canada, 43(2), 28-31.

Lax, L., Scardamalia, M., Watt-Watson, J., Hunter, J., Bereiter, C. (2010). Beyond Learning Management Systems: Designing for Interprofessional Knowledge Building in the Health Sciences. Canadian Journal of Learning and Technology, 36(1)

Moss, J., & Beatty, R. (2010). Knowledge building and mathematics: Shifting the responsibility for knowledge advancement and engagement. Canadian Journal of Learning and Technology, 36(1)

Philip, D. (2010). Social network analysis to examine interaction patterns in knowledge building communities. Canadian Journal of Learning and Technology, 36(1).

Scardamalia, M., & Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal of Learning and Technology 36(1).

Sun, Y., Zhang, J., & Scardamalia, M. (2010). Developing deep understanding and literacy while addressing a gender-based literacy gap. Canadian Journal of Learning and Technology, 36(1).

2009

Bereiter, C., & Scardamalia, M. (2009). Teaching how science really works. Education Canada, 49(1), 14-17.

Chai, C., & Tan, S. (2009). Professional development of teachers for computer supported collaborative learning: A knowledge building approach. Teachers College Record, 111, 1296 – 1372.

McAuley, A. (2009) Knowledge Building in an aboriginal context. Canadian Journal of Learning and Technology, 35(1).

van Aalst, J. (2009). Distinguishing Knowledge-sharing, Knowledge-construction, and Knowledge-creation Discourses. International Journal of Computer-Supported Collaborative Learning, 4, 259–287

Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. Journal of the Learning Sciences, 18(1), 7 – 44.

2008

Mylopoulos, M., & Scardamalia, M. (2008). Doctors’ perspectives on their innovations in daily practice: Implications for knowledge building in health care. Medical Education, 42(10), 975-981.

Scardamalia, M., & Bereiter, C. (2008). Pedagogical biases in educational technologies. Educational TechnologyXLVIII(3), 3-11.

Sun, Y., Zhang, J., & Scardamalia, M. (2008). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science. Published online at Online First

2007

Hong, H. Y., Scardamalia, M., & Zhang, J. (2007, April). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Scardamalia, M. (2007). Knowledge Forum: A Knowledge Building Environment.

Scardamalia, M., & Bereiter, C. (2007). “Fostering communities of learners” and “knowledge building”: An interrupted dialogue. In J. C. Campione, K. E. Metz, & A. S. Palincsar (Eds.), Children’s learning in the laboratory and in the classroom: Essays in honor of Ann Brown (pp. 197-212). Mahwah, NJ: Erlbaum.

van Aalst, J., & Chan, C. (2007). Student-directed assessment of knowledge building using electronic portfolios. Journal of the Learning Sciences, 16, 175 – 220.

Zhang, J., Scardamalia, M., Lamon, M., Messina, R., Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9 and 10 year olds. Educational Technology Research and Development, 55, 117 – 145.

2006

Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models of teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational psychology (2nd ed., pp. 695-713). Mahwah, NJ: Lawrence Erlbaum Associates.

Bereiter, C., & Scardamalia, M. (2006, Spring/Summer). Information and communication technology: Catching the third ICT wave. Queen’s University Education LetterIssue # 2, pp. 1, 3. (reprinted in Spanish and Portuguese at www.cread.org, September 2006, volume 2, number 3)

Chan, C. & van Aalst, J. (2006) Teacher Development through Computer-supported Knowledge Building: Experience from Hong Kong and Canadian Teachers. Teaching Education, 17, 7 – 26.

Lax, L., Singh, A., Scardamalia, M., & Librach, L. (2006). Self-assessment for knowledge building in health care. QWERTY: Interdisciplinary Journal of Technology, Culture and Education, 2, 19 – 37.

Lee, E. Y. C., Chan, C. K. K., & Aalst, J. van. (2006). Students assessing their own collaborative knowledge building. International Journal of Computer Supported Collaborative Learning, 1, 277 – 307.

Moss, J. & Beatty, R. (2006) Knowledge Building in Mathematics: Supporting collaborative learning in pattern problems. International Journal of Computer- Supported Collaborative Learning,1, 441-465.

Oshima, J., Oshima, R., Murayama, I., Inagaki, S., Takenaka, M., Yamamoto, T., … Nakayama, H. (2006). Knowledge-building activity structures in Japanese elementary science pedagogy. International Journal of Computer-Supported Collaborative Learning, 1, 229 – 246.

Pelletier, J., Reeve, R., & Halewood, C. (2006). Young Children’s knowledge building and literacy development through Knowledge Forum. Early Education and Development, 17, 323- 346.

Scardamalia, M. (2006). Technology for understanding. In K. Leithwood, P. McAdie, N. Bascia, & A. Rodrigue (Eds.), Teaching for deep understanding: What every educator needs to know (pp. 103-109). Thousand Oaks, CA: Corwin Press.

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 97-118). New York: Cambridge University Press. (Note: Cambridge University Press has contracted with Educational Scientific Publishing House for a Chinese simplified language edition).

Sing, C. C., & Khine, M. S. (2006). An Analysis of Interaction and Participation Patterns in Online Community. Educational Technology & Society, 9(1), 250-261.

van Aalst, J. (2006). Rethinking the nature of online work in asynchronous learning networks. British Journal of Educational Technology, 37, 279 – 288.

van Aalst, J., & Hill, C. (2006). Activity Theory as a framework for analysing knowledge building. Learning Environments Research, 9(1), 23 – 44.

2005

Bereiter, C., & Scardamalia, M. (2005). Technology and literacies: From print literacy to dialogic literacy. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International handbook of educational policy (pp. 749-761). Dordrecht, Netherlands: Springer.

Russell, A., Campbell, H., Scardamalia, M., Lamon, M., Melnick, B., Henderson, J., Cunningham, C., Matheson, A. & Smith Lea, N. (2005). Collaborating to Innovate and Improve Patient-Centred Care at Hamilton Health Sciences. Health Care Quarterly, Case Studies 8(2). Updated January 2005  

Scardamalia, M. (2005). Online learning and knowledge building environments. In G. Kearsley (Ed.), Online Learning: Personal Reflections on the Transformation of Education (pp. 350-358). Englewood Cliffs, NJ: Educational Technology Publications.

Scardamalia, M., & Bereiter, C. (2005). Does education for the knowledge age need a new science? European Journal of School Psychology3(1), 263-282.

Scardamalia, M. (2005, August). E-learning: From information delivery to knowledge building. Paper published in the proceedings of the Korean Information Processing Society Conference, Seoul, Korea.

Scardamalia, M. (2005, September). Knowledge building pedagogy and technology. Proceedings of the Korean Society for Educational Technology Annual Conference on “Reflection and vision for educational technology toward learning Society” (pp.27-30), HIT Center, Hanyang University, Seoul, Korea.

Bereiter, C., & Scardamalia, M. (2005, September). An in-depth exploration of knowledge building principles. Paper published in the proceedings of the Korean Society for Educational Technology Annual Conference on “Reflection and vision for educational technology toward learning Society”, HIT Center, Hanyang University, Seoul, Korea.

2004

Scardamalia, M. (2004). CSILE/Knowledge Forum®. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An Encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO.

Scardamalia, M. (2004). Knowledge-Building Environments. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An Encyclopedia (pp. 393-400). Santa Barbara: ABC-CLIO.

Scardamalia, M. (2004). Technology for understanding. In K. Leithwood, P. McAdie, N. Bascia, & A. Rodrigue (Eds.), Teaching for deep understanding: Towards the Ontario curriculum we need (pp. 83-88). Toronto, ON: ETFO-OISE/UT.

Scardamalia, M. (2004). Instruction, learning, and knowledge building: Harnessing theory, design, and innovation dynamics. Educational Technology, 44(3), 30-33.

Scardamalia, M. (2004). Reflections on the transformation of education for the knowledge age. Appears online in Teoría de la Educación: Educación y cultura en la sociedad de la información, (5). http://www3.usal.es/~teoriaeducacion/default.htm

2003

Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 55-68). (Advances in Learning and Instruction Series). Oxford, UK: Elsevier Science.

Hakkarainen, K. (2003). Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learning Environments Research, 6, 199 – 220.

Nirula, L., Woodruff, E., Scardamalia, M., & Macdonald, P. (2003). Handhelds in a grade two classroom: Innovations to support knowledge-building and epistemic agency. In K. T. Lee & K. Mitchell (Eds.), Proceedings of the International Conference on Computers in Education 2003 (in additional papers pp. 22-26). Hong Kong: ICCE.

Scardamalia, M., & Bereiter, C. (2003). Knowledge buildingIn encyclopedia of education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.

Scardamalia, M. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K. E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning (pp. 269-272). Thousand Oaks, CA: Sage Publications.

Scardamalia, M. (2003). Knowledge building. Journal of Distance Education17 (Suppl. 3, Learning Technology Innovation in Canada), 10-14.

Scardamalia, M. (2003). Knowledge Forum (Advances beyond CSILE). Journal of Distance Education17 (Suppl. 3, Learning Technology Innovation in Canada), 23-28.

Scardamalia, M. (2003). Knowledge Society Network (KSN): Toward an expert society for democratizing knowledge. Journal of Distance Education17 (Suppl. 3, Learning Technology Innovation in Canada), 63-66.

Scardamalia, M. (2003). Participatory telementoring: Beyond the one-to-one model. Journal of Distance Education17 (Suppl. 3, Learning Technology Innovation in Canada), 70-71.

Scardamalia, M. (2003). Crossing the digital divide: Literacy as by-product of knowledge building. Journal of Distance Education17 (Suppl. 3, Learning Technology Innovation in Canada), 78-81.

Scardamalia, M. (2003). K-12 classrooms as models of collaborative knowledge building. Journal of Distance Education17 (Suppl. 3, Learning Technology Innovation in Canada), 80-81.

Scardamalia, M., & Bereiter, C. (2003, Fall). Beyond brainstorming: Sustained creative work with ideas. Education Canada, 43(4), 4-7, 44.

Scardamalia, M., & Bereiter, C. (2003, Nov. 4). Preparing learners for a knowledge society. [Canadian Education Association- a special advertising supplement “New learning for a new economy”]. National Post Business magazine.

2002

Casswell, B., & Bielaczyc, K. (2002) Knowledge forum: Altering the relationship between students and scientific knowledge. Education, communication & Information, 1, 281 – 305.

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.) Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.

Abstract can be retrieved from Philosopher’s Information Center web site http://www.philinfo.org

2001

Scardamalia, M. (2001). Getting real about 21st century education. The Journal of Educational Change, 2, 171-176.

Lamon, M., Reeve, R., & Scardamalia, M. (April, 2001). Mapping learning and the growth of knowledge building community. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. 

2000

Bereiter, C., & Scardamalia, M. (2000). Process and product in Problem-Based Learning (PBL) research. In D. H. Evensen, and C.E. Hmelo (Eds.), Problem-Based Learning, A research perspective on learning interactions (pp.185-195). Mahwah, NJ: Lawrence Erlbaum Associates.

O’Neill, D. K., & Scardamalia, M. (2000, June). Mentoring in the open: A strategy for supporting human development in the knowledge society. Paper presented at the ICLS 2000: International Conference on the Learning Sciences, Ann Arbor, MI.

Scardamalia, M. (2000). Can schools enter a knowledge society? In M. Selinger and J. Wynn (Eds.), Educational technology and the impact on teaching and learning (pp. 5-9). Abingdon, Oxon, England: Research Machines PLC.

Scardamalia, M., & Bereiter, C. (2000). Engaging students in a knowledge society. In R. D. Pea (Ed.), The Jossey-Bass reader on technology and learning (pp. 312-319). San Francisco: Jossey-Bass.

Scardamalia, M. (2000). Social and Technological Innovations for a Knowledge Society. In S. S-C. Young, J. Greer, H. Maurer, & Y.S. Chee (Eds.). Proceedings of the ICCE/ICCAI 2000: Volume 1. Learning Societies in the New Millennium: Creativity, Caring & Commitments. (pp. 22-27). National Tsing Hua University, Taiwan: Taipei.

1999

Scardamalia, M. (1999). Moving ideas to the center. In L. Harasim (Ed.), Wisdom & wizardry: Celebrating the pioneers of online education (pp. 14-15). Vancouver, BC: Telelearning, Inc.

Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge building organizations. In D. Keating & C. Hertzman (Eds.), Today’s children, tomorrow’s society: The developmental health and wealth of nations (pp. 274-289). New York: Guilford.

1998

Bereiter, C., & Scardamalia, M. (1998). Beyond Bloom’s taxonomy: Rethinking knowledge for the knowledge age. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 675-692). Dordrecht: Kluwer.

Cohen, A., & Scardamalia, M. (1998). Discourse about ideas: Monitoring and regulation in face-to-face and computer-mediated environments. Interactive Learning Environments, 6(1-2), 114-142.

1997

Bereiter, C., Scardamalia, M., Cassells, C., Hewitt, J. (1997). Postmodernism, knowledge-building, and elementary science. Elementary School Journal, 97(4), 329-340.

1996

Bereiter, C., & Scardamalia, M. (1996). Rethinking learning. In D.R. Olson, & N. Torrance (Eds.), The Handbook of education and human development: New models of learning, teaching and schooling (pp 485-513) Cambridge, MA:Basil Blackwell.

Oshima, J., & Scardamalia, M. (1996). Knowledge-building and conceptual change: An inquiry into student-directed construction of scientific explanations. In D.C. Edelson & E.A. Domeshek (Eds.). Proceedings of the Second International Conference on the Learning Sciences, Northwestern University. (pp. 256-263). Evanston, IL: International Society of the Learning Sciences. Available online at: http://portal.acm.org/citation.cfm?id=1161170&dl=GUIDE&coll=GUIDE

Oshima, J., Scardamalia, M., & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24(2), 125-155

Scardamalia, M., & Bereiter, C. (1996). Adaptation and understanding: A case for new cultures of schooling. In S. Vosniadou, E. DeCorte, R. Glaser, and H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp 149-163). Mahwah, NJ: Lawrence Erlbaum Associates.

Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ:Lawrence Erlbaum Associates.

Scardamalia, M., & Bereiter, C. (1996). Student communities for the advancement of knowledge. Communications of the ACM, 39(4), 36-37.

Scardamalia, M., & Bereiter, C. (1996). Engaging students in a knowledge society. Educational Leadership, 54(3), 6-10.

Scardamalia, M., Bereiter, C., Hewitt, J., & Webb, J. (1996). Constructive learning from texts in biology. In K.M Fischer, & M. Kirby (Eds.), Relations and biology learning: The acquisition and use of knowledge structures in biology (pp. 44-64) Berlin: Springer-Verlag.

1995

Scardamalia, M. (1995). Knowledge-building technologies: Beyond information access. Orbit, 26(2), 31-36.

1994

Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.

1993

Lamon, M., Chan, C., Scardamalia, M., Burtis, J., & Brett, C. (1993, April). Beliefs about learning and constructive processes in reading: Effects of a computer supported intentional learning environment. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.

Scardamalia, M., & Bereiter, C. (1993). Technologies for knowledge-building discourse. Communications of the ACM, 36(5), 37-41.

1992

Bereiter, C., & Scardamalia. M. (1992). Two models of classroom learning using a communal database. In S. Dijkstra (Ed.), Instructional models in computer-based learning environments (NATO-ASI Series F: Computer and systems science) (pp. 229-241). Berlin: Springer-Verlag.

Scardamalia, M., & Bereiter, C. (1992). An architecture for collaborative knowledge-building. In E. De Corte, M. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving (NATO-ASI Series F.: Computer and Systems Sciences, pp. 41-46). Berlin: Springer-Verlag.

Scardamalia, M., & Bereiter, C. (1992). Text-based and knowledge-based questioning by children. Cognition and Instruction, 9(3), 177-199.

Scardamalia, M., Bereiter, C., Brett, C., Burtis, P.J., Calhoun, C., & Smith Lea, N. (1992). Educational applications of a networked communal database. Interactive Learning Environments, 2 (1), 45-71.

1991

Scardamalia, M., & Bereiter, C. (1991). Literate expertise. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp.172-194). Cambridge: Cambridge University Press.

Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge-building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences1(1), 37-68; also reprinted in R. Baecker (Ed.), Readings in Groupware and Computer-Supported Cooperative Work, Assisting Human-Human Collaboration.

1990

Scardamalia, M., & Bereiter, C. (1990). Computer-supported intentional learning environments. In B. Bowen (Ed.), Design for learning: Research-based design of technology for learning (pp. 5-14). Cupertino, CA: Apple Computer, Inc.

1989

Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bereiter, C., & Scardamalia, M. (1989). When weak explanations prevail. Behavioral and Brain Sciences12(3), 468-469.

Scardamalia, M., & Bereiter, C. (1989). Conceptions of teaching and approaches to core problems. In M. Reynolds (Ed.), Knowledge base for the beginning teacher (Vol. 1, pp. 37-46). Oxford: Pergamon Press.

Scardamalia, M., Bereiter, C., McLean, R. S., Swallow, J., & Woodruff, E. (1989). Computer supported intentional learning environments. Journal of Educational Computing Research5, 51-68.

1985

Scardamalia, M., & Paris, P. (1985). The function of explicit discourse knowledge in the development of text representations and composing strategies. Cognition and Instruction, 2(1), 1-39.

1983

Scardamalia, M., & Bereiter, C. (1983). Child as coinvestigator: Helping children gain insight into their own mental processes. In S. Paris, G. Olson, & H. Stevenson (Eds.), Learning and motivation in the classroom (pp. 61-82). Hillsdale, NJ: Lawrence Erlbaum Associates.

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