A Brief History of Knowledge Building

Authors

  • Marlene Scardamalia University of Toronto
  • Carl Bereiter University of Toronto

DOI:

https://doi.org/10.21432/T2859M

Abstract

Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations that range from elementary to tertiary education and require new forms of teacher education. This paper tracks the evolution of Knowledge Building, starting with research on “knowledge transforming,” “intentional learning,” and other processes leading to the development of expertise. It provides an account of how the first networked collaborative learning environment was developed to support such processes and next-generation research and development to advance education for innovation and knowledge creation.

Author Biographies

Marlene Scardamalia, University of Toronto

Presidents' Chair in Education and Knowledge Technologies and Director, Institute for Knowledge Innovation and Technology, OISE

Carl Bereiter, University of Toronto

Professor Emeritus, OISE | Ontario Institute for Studies in Education

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Issue

V36(1) Fall / automne, 2010

Section

Articles

License

Copyright (c) 2010 Marlene Scardamalia, Carl Bereiter

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Notice

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.