Session Information
16 SES 03 B, ICT in Mathematics and Science Education
Paper Session
Contribution
Method
Expected Outcomes
References
Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: an inquiry into the nature and implications of expertise. Opencourt, Chicago. Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. D. Corte, L. Verschaffel, N. Entwistle, & J. V. Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 73-78). Oxford: Elsevier Science. 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 (pp. 695-711). Mahwah, NJ: Lawrence Erlbaum Associates. Chan, C. K. K. (1993). Effects of conflict and knowledge-building approach of conceptual change, Unpublished Ph.D. dissertation, University of Toronto. Creswell, (1998). Qualitative inquiry and research design; Sage Publications, London. Dunbar, K. (1997). How scientists think: Online creativity and conceptual change in science. In T. B. Ward, S. M. Smith, & S. Vaid (Eds.), Conceptual structures and processes: Emergence, discovery and change (pp. 461-493). Washington, DC: American Psychological Association. Hakkarainen, K. P. J. (1998). Epistemology of scientific inquiry and computer-supported collaborative learning, Unpublished Ph.D. dissertation, University of Toronto. Hewitt, J. G. (1996). Progress toward a knowledge building community. Unpublished doctoral dissertation, University of Toronto. Grannot, N & Parziale, J. (2002). Microdevelopment: A process-oriented perspective for studying development and learning. In N. Grannot, & J. Parziale (Eds.), Microdevelopment - Transition processes in development and learning. Kane, G. C. (2006). Casting the net: A multimodal network perspective on knowledge sharing; Unpublished Ph.D. dissertation, Emory University, 2006, 256 pages; AAT 3234028. Messina, R., & Reeve, R. (2004). Knowledge building in elementary science. In K. Leithwood, P. McAdie, N. Bascia, & A. Rodrigue (Eds.), Teaching for deep understanding: Towards the Ontario curriculum we need (pp. 94-99). Toronto: Elementary Teachers' Federation of Ontario. Oshima, J. Scardamalia, M. & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24, 125-155. Polanyi, M. (1967). The tacit dimension. New York: Doubleday. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Eds.), Liberal education in a knowledge society (pp.67-98). Chicago, IL: Open Court. Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An encyclopedia (pp.183-192). Santa Barbara: ABC-CLIO. Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA. Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.) Cambridge Handbook of the Learning Sciences. Cambridge: Cambridge University Press. Shaw K. E. (1978) . Understanding the curruculum: The approach through case studies. Journal of Curriculum Studies, 10(1), 1-17. von Krogh, G., Ichijo, K., & Nonaka, I. (2000). Enabling knowledge creation. New York: Oxford University Press. van Aalst, J. C. W. (1999). Learning, knowledge building, and subject matter knowledge in school science. Unpublished doctoral dissertation, University of Toronto. Wasserman, S. & Faust. K. (1994). Social Network Analysis: Methods and Applications. Cambridge, UK: Cambridge University Press. Wertch and Stone(1978). Microgenesis as a tool for development anaysis. Quaterly Newsletter of the Laboratory of Human Cognition; University of San Diego, 1(1), 8-10.
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