“…Knowledge building, as elaborated in this chapter, represents an attempt to refashion education in a fundamental way, so that it becomes a coherent effort to initiate students into a knowledge creating culture. Accordingly, it involves students not only developing knowledge-building competencies but also coming to see themselves and their work as part of the civilization-wide effort to advance knowledge frontiers. In this context, the Internet becomes more than a desktop library and a rapid mail-delivery system. It becomes the first realistic means for students to connect with civilization-wide knowledge building and to make their classroom work a part of it…”
—How do you begin a KB inquiry? —How do you assess collective understanding? How do you pinpoint the improvement of the understanding in the community? —How do you assess the ideas in Knowledge Forum? —How can you stimulate a powerful knowledge building discourse with young students? —What were the barriers that you had to overcome to become a knowledge building teacher? What are the challenges that you still face now?
This is an example from a grad course on Biomedical Communications taught by Dr. Leila Lax, at the University of Toronto.
This is an example from a Grade 4 Knowledge Building classroom.
It is part of a long, student-directed inquiry into questions about light.