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Knowledge Building: Theory, Pedagogy, and Technology - Literature review Example

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Knowledge Building: Theory, Pedagogy, and Technology

From the perspective of this theory, Internet is viewed as “the first realistic means for students to connect with civilization-wide knowledge building and to make their class room work a part of it” (Scardamala and Bereiter, 2006, p.2). Flow of information made possible in infinite directions and negating either a top-down or bottom-up approach, (yet incorporating both), is the core characteristic of this civilisation-wide knowledge building process.
Another major aspect of this knowledge paradigm, as put forth by Scardamala and Bereiter (2006), is that it is not an enterprise of any single individual but a collective process (p.2). In other words, instead of the authority-of-knowledge model, what Scardamala and Bereiter (2006) develops is an equality-in-knowledge model, made possible by a forum like Internet and a model by which a great levelling is effected between the inquiries of great scholars and novice students (p.2). Both become party to the discourse within knowledge and about it.
This view of knowledge as a community or civilizational activity rather than a highly scholarly activity (limited to a few brilliant minds) leads to the conclusion that knowledge can be created in class rooms (Scardamala and Bereiter, 2006, p.4). As cited by Scardamalia and Bereiter (2006), there have been many instances of new vision and new dimensions of knowledge emerging once the use of Internet was introduced into the class rooms. There have also been instances when students contributed new insights and improvements to knowledge (Scardamalia and Bereter, 2006). Improvement on existing knowledge rather than arriving at ultimate truth, becomes the key to this new paradigm (Scardamalia and Bereiter, 2006, p.5).
This theoretical model has also put practical know how above the traditional text book knowledge and placed “knowledge of” model above the traditional “knowledge about” ...Show more

Summary

Marlene Scardamalia and Carl Bereiter (2006), have identified the function of education as to “enculturate youth into […] [the evolving] knowledge-creating civilization and to help them find a place in it” (p.2) They (Scardamalia and Carl Bereiter, 2006) have forwarded…
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