Marlene Scardamalia

TL;DR: The mental activities of writing are the same kinds of higher mental processes that figure in cognitive research on all aspects of human intelligence, including goal setting, planning, memory search, problem solving, evaluation, and diagnosis.

TL;DR: The conceptual bases of computer-supported intentional learning environments (CSILE) as mentioned in this paper come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities, and combine to support the following propositions: schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge building communities outside school walls.

Abstract: 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: approaches have changed in response to some of these developments; there is a greater emphasis on collaborative rather than individual inquiry, the tentative nature of empirical laws is more often noted, and argumentation has become an important part of some approaches. But the new " knowledge of knowledge " has much larger educational implications: Ours is a knowledge-creating civilization. A growing number of " knowledge societies " (Stehr, 1994), are joined in a deliberate effort to advance all the frontiers of knowledge. Sustained knowledge advancement is seen as essential for social progress of all kinds and for the solution of societal problems. From this standpoint the fundamental task of education is to enculturate youth into this knowledge-creating civilization and to help them find a place in it. In light of this challenge, both traditional education, with its emphasis on knowledge transmission, and the newer constructivist methods, appear as limited in scope if not entirely missing the point. Knowledge building, as elaborated in this chapter, represents an attempt to refashion education in a fundamental way, so that it becomes a coherent effort to initiate students into a knowledge creating culture. Accordingly, it involves students not only

TL;DR: Bereiter and Scardamalia as mentioned in this paper examine the nature of expert knowledge, both the part that shows and the much larger part that is hidden, and offer an explanation of how it comes about.

TL;DR: In this article, the authors attempt to extract a main idea from these vague terms and show how it can be applied to generate a kind of education that really does address new challenges in a new way.