Search results for author:"Carl Bereiter"
Total records matched: 4 Search took: 0.076 secs
-
A Brief History of Knowledge Building
Marlene Scardamalia; Carl Bereiter; Carl Bereiter
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 36, No. 1 (Dec 17, 2010)
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....
-
Can Children Really Create Knowledge?
Carl Bereiter; Marlene Scardamalia; Marlene Scardamalia
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 36, No. 1 (Dec 17, 2010)
Can children genuinely create new knowledge, as opposed to merely carrying out activities that resemble those of mature scientists and innovators? The answer is yes, provided the comparison is not to works of genius but to standards that prevail in...
-
Beyond Learning Management Systems: Designing for Interprofessional Knowledge Building in the Health Sciences
Leila Lax; Marlene Scardamalia; Judy Watt-Watson; Judith Hunter; Carl Bereiter; Carl Bereiter
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 36, No. 1 (Dec 17, 2010)
This paper examines theoretical, pedagogical, and technological differences between two technologies that have been used in undergraduate interprofessional health sciences at the University of Toronto. One, a learning management system, WebCT 2.0,...
-
Understanding the nature of science and scientific progress: A theory-building approach
Maria Chuy; Marlene Scardamalia; Carl Bereiter; Fleur Prinsen; Monica Resendes; Richard Messina; Winifred Hunsburger; Chris Teplovs; Angela Chow; Angela Chow
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 36, No. 1 (Dec 17, 2010)
In 1993 Carey and Smith conjectured that the most promising way to boost students’ understanding of the nature of science is a “theory-building approach to teaching about inquiry.” The research reported here tested this conjecture by comparing...