Reposted from the Construction Zone:
The origins of knowledge building in education arise out of the work of Marlene Scardamalia and Carl Bereiter at OISE/UT. Their work in knowledge transforming and intentional learning—as it relates to the development of expertise—has been the foundation of their coining the term knowledge building. This work goes back to the mid 1970s and their development of CSILE—Computer Supported Intentional Learning Environments in the mid 80s.
People often equate knowledge building theory with that of constructivist learning, but Scardamalia and Bereiter make these distinctions:
- Intentionality. Most of learning is unconscious, and a constructivist view of learning does not alter this fact. However, people engaged in Knowledge Building know they are doing it and advances are purposeful.
- Community & knowledge. Learning is a personal matter, but Knowledge Building is done for the benefit of the community.
In other words, students engaged in knowledge building are intentional about their learning – they treat knowledge as an entity that is discussable. It is something about which they reflect and build upon. Also, students can be said not just to be in charge of their own learning, but also have responsibility for the learning of the group.