Principles of Knowledge Building
Scardamalia (2002) identifies twelve principles of Knowledge building as follows:
- Real ideas and authentic problems. In the classroom as a Knowledge building community, learners are concerned with understanding, based on their real problems in the real world.
- Improvable ideas. Students' ideas are regarded as improvable objects.
- Idea diversity. In the classroom, the diversity of ideas raised by students is necessary.
- Rise above. Through a sustained improvement of ideas and understanding, students create higher level concepts.
- Epistemic agency. Students themselves find their way in order to advance.
- Community knowledge, collective responsibility. Students' contribution to improving their collective knowledge in the classroom is the primary purpose of the Knowledge building classroom.
- Democratizing knowledge. All individuals are invited to contribute to the knowledge advancement in the classroom.
- Symmetric knowledge advancement. A goal for Knowledge building communities is to have individuals and organizations actively working to provide a reciprocal advance of their knowledge.
- Pervasive Knowledge building. Students contribute to collective Knowledge building.
- Constructive uses of authoritative sources. All members, including the teacher, sustain inquiry as a natural approach to support their understanding.
- Knowledge building discourse. Students are engaged in discourse to share with each other, and to improve the knowledge advancement in the classroom.
- Concurrent, embedded, and transformative assessment. Students take a global view of their understanding, then decide how to approach their assessments. They create and engage in assessments in a variety of ways.
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