Knowledge Building: Theory, Pedagogy, and …

Scardamalia, M., & bereiter , C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 97-118). New York: Cambridge University Press. Knowledge Building: Theory, Pedagogy, and Technology Marlene Scardamalia and Carl bereiter There are substantial similarities between deep learning and the processes by which Knowledge advances in the disciplines. During the 1960s efforts to exploit these similarities gave rise to learning by discovery, guided discovery, inquiry learning, and Science: A Process Approach (American Association for the Advancement of Science, 1967). Since these initial reform efforts, scholars have learned a great deal about how Knowledge advances. A mere listing of keywords suggests the significance and diversity of ideas that have come to prominence since the 1960s: Thomas Kuhn, Imre Lakatos, sociology of science, the Science Wars, social constructivism, schema theory, mental models, situated cognition, explanatory coherence, the rhetorical turn, communities of practice, memetics, connectionism, emergence, and self-organization.

purely conceptual artifacts (Bereiter, 2002), such as theories and abstract models, or “epistemic things” (Rheinberger, 1997), such as concrete models and experimental set-

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