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Theorist Presentation on Carl BereiterFor Theory of Nursing Education NURS5203At Texas Woman's UniversityFall 2010
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Carl Bereiter& Marlene Scardamalia Click on any Discussion Item to go there 3. Carl Bereiter
Carl Bereiter (2009). http://www.ikit.org/people/bereiter.html 4. Carl Bereiter Selected Publications Bereiter, C., & Scardamalia, M. (2007). Toward research-based innovation. In F. Benavides (Ed.),Emergingmodels for learning and innovation . OECD. Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models ofteaching and instruction. In P. A. Alexander & P. H. Winne (Eds.),Handbook of educationalpsychology(2nd ed., pp. 695-713). Mahwah, NJ: Lawrence Erlbaum Associates.Bereiter, C., & Scardamalia, M. (2005). Technology and literacies: From print literacy to dialogic literacy. InN. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.),International handbook ofeducational policy(pp. 749-761). Dordrecht, Netherlands: Springer.Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L.Verschaffel, N. Entwistle, & J. van Merrinboer (Eds.),Powerful learning environments: Unravelingbasic components and dimensions(pp. 55-68). Oxford, UK: Elsevier Science. Bereiter, C. (2002).Education and mind in the knowledge age . Mahwah, NJ: Lawrence Erlbaum Associates. Bereiter, C. (1997). Situated cognition and how to overcome it. In D. Kirshner & J. A. Whitson (Eds.),Situated cognition: Social, semiotic, and psychological perspectives(pp. 281-300). Hillsdale, NJ:Erlbaum. Bereiter, C., & Scardamalia, M. (1993).Surpassing ourselves: An inquiry into the nature and implications ofexpertise . La Salle, IL: Open Court. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.),Knowing, learning, and instruction: Essays in honor of Robert Glaser(pp. 361-392). Hillsdale, NJ:Lawrence Erlbaum Associates. Bereiter, C., & Scardamalia, M. (1987).The psychology of written composition . Hillsdale, NJ: LawrenceErlbaum Associates. Carl Bereiter (2009). http://www.ikit.org/people/bereiter.html Discussion Items 5. Knowledge Building What is it? 6.
Knowledge Building (Scardamalia, 2006) 7. (Paavola, n.d.) Knowledge Building
8. (Paavola, n.d.) Knowledge Building
9. (Scardamalia, 2006) Knowledge Building Traditional educationpractice& newerconstructivistmethodsLimited in scope shift from treating students aslearners and inquirers treating them asmembers of a knowledge building community 10. Knowledge Building
(Lewis, 2005) 11. (Scardamalia, 2006) Knowledge Building
Click on any theme to find further explanation Click here to advance beyond themes 12. (Scardamalia, 2006) Knowledge Building It provides a straightforward way to address the contemporary emphasis onknowledge creation and innovation.These lie outside the scope of most constructivist approaches whereasthey are at the heart of knowledge building. People are nothonoredforwhat is in their mindsbut for thecontributionsthey make to the organizations or the communitys knowledge. 1 of 2 Click anywhere to go to 2nd part of this theme Nobel Prize winners? MENSA members? 13. (Scardamalia, 2006) Knowledge Building themain usesofknowledge creationoffurther knowledge student-generated theories and models are to be judged not so much by :their conformity to accepted knowledge as by :their value as tools enabling further growth. 2 of 2 Click anywhere to return to themes 14. (Scardamalia, 2006) Knowledge Building Generating ideas appears to come naturally to people, butsustained efforttoimprove ideas does not. Allideasareimprovable 1 of 2 Click anywhere to go to 2nd part of this theme 15. (Scardamalia, 2006) Knowledge Building When asked about the effects of learning: Students inregular classroomstend to say that themore they learnand understand, theless there remains to be learned and understood during last semester of senior year during high school during K - 12 set number of objectives to learn for all standardized testing Students inknowledge building classroomstend strongly toward theopposite view . by researching a topic students are exposed to more interests that lead to more research that leads to other topics(downfall can be information overload - what we term as surfing the web is an example) 2 of 2 Click anywhere to return to themes 16. (Scardamalia, 2006) Knowledge Building Knowledgeabout Knowledgeof (Implicit or Intuitive knowledge) Procedural knowledge (e.g. knowing how to open a parachute and guide its descent) Declarative knowledge (e.g. knowledge of equipment characteristics an maintenance requirements, rules of particular events) 1 of 2 Click anywhere to go to 2nd part of this theme Student Nurse vs. experienced Nurse? 17. (Stephenson, 2010) Knowledge Building To be useful outside of areas in whichknowledge aboutis sufficient, knowledge needs to be organized aroundproblems rather thantopics . Example: it is useful for learners knowledge of water skiing to be activated when they are studying flight, because it provides a nice experiential anchor for the otherwise rather abstracta n gle of