The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Computer Support for Knowledge-Building Communities
Open accessAbstract
In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for refraining classroom discourse to support knowledge building in ways extensible to out-of-school knowledgeadvancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.
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Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
BRUNER, J. S. (1960) · doi:10.4159/9780674028999 · Cited by 6,042
Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics
Collins, A., Brown, J. S., & Newman, S. E. (2018) · Knowing, Learning, and Instruction · doi:10.4324/9781315044408-14 · Cited by 3,674
Peer-review practices of psychological journals: The fate of published articles, submitted again
Peters, D. P., & Ceci, S. J. (1982) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00011183 · Cited by 1,079 · cited 1×
“Unreliability of judgment, bias, political maneuvering, conservatism, failure to detect gross errors-all are familiar (see Peters & Ceci, 1982, and the whole journal issue devoted to discussion of their experiment in which previously published articles were slightly disguised and resubmitted to the…”
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Cited by
ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT
Anderson, T., Rourke, L., Garrison, R., & Archer, W. (2001) · Online Learning · doi:10.24059/olj.v5i2.1875 · Cited by 1,885
Schraw, G., Crippen, K. J., & Hartley, K. (2006) · Research in Science Education · doi:10.1007/s11165-005-3917-8 · Cited by 1,529
Constructivism and computer‐mediated communication in distance education
Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. B. (1995) · American Journal of Distance Education · doi:10.1080/08923649509526885 · Cited by 1,117
From Content to Context: Videogames as Designed Experience
Squire, K. (2006) · Educational Researcher · doi:10.3102/0013189x035008019 · Cited by 1,091
Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work
Reiser, B. J. (2004) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1303_2 · Cited by 1,054
Metadata
- Authors
- Scardamalia, M., & Bereiter, C.
- Venue
- Journal of the Learning Sciences
- Publisher
- Informa UK Limited
- Published
- 1994-07
- Volume
- 3
- Issue
- 3
- Pages
- 265-283
- ISSN
- 1050-8406 (ISSN-L)
- 1532-7809
- OpenAlex
- W2133052656
- Cited by
- 2,164
- References
- 4
- FWCI
- 29.58
- Type
- journal article
- Language
- en
- Open access
- bronze
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
