Author of the publication

Strengthening the Conceptual Foundations of Knowledge Building Theory and Pedagogy.

, , , , , , and . CSCL, International Society of the Learning Sciences, (2011)

Please choose a person to relate this publication to

To differ between persons with the same name, the academic degree and the title of an important publication will be displayed. You can also use the button next to the name to display some publications already assigned to the person.

 

Other publications of authors with the same name

Towards design-based knowledge-building practices in teaching., , , and . CSCL (1), page 257-261. International Society of the Learning Sciences, (2009)Computer support for knowledge-building communities, and . Journal of the Learning Sciences, 3 (3): 265-283 (1994)Promisingness Judgments as Facilitators of Knowledge Building., , , , and . CSCL (2), page 231-232. International Society of the Learning Sciences, LuLu, Amazon, (2013)Strengthening the Conceptual Foundations of Knowledge Building Theory and Pedagogy., , , , , , and . CSCL, International Society of the Learning Sciences, (2011)Knowledge-Building and Conceptual Change: An Inquiry into Student-directed Construction of Scientific Explanations., and . ICLS, International Society of the Learning Sciences, (1996)Criss Crossing Science Domains in Knowledge Building Communities: An Exploratory Study., , , and . ICLS, International Society of the Learning Sciences, (2018)Building on Cultural Capacity for Innovation Through International Collaboration: In Memory of Naomi Miyake., , , , , , and . ICLS, International Society of the Learning Sciences, (2016)Emotional and Cognitive Affordances of Collaborative Learning Environments., , , , , , , , , and 5 other author(s). ICLS, International Society of the Learning Sciences, (2020)Beyond Bloom's Taxonomy: Rethinking Knowledge for the Knowledge Age, and . The International Handbook of Educational Change, Dordrecht, Kluwer Press, (1999)Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media, and . Journal of the learning sciences, 1 (1): 37-68 (1991)