Transforming New Zealand schools as knowledge-building communities: From theory to practice

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Abstract

Future-oriented pedagogies should focus on supporting students to be creative, innovative, and capable of creating knowledge, both individually and collaboratively, at the community level. This article discusses how a group of teachers have come to understand and use the knowledge-building model developed by Scardamalia and Bereiter (2006) to support secondary students to develop as knowledge creators of the 21st century. Findings from knowledge-building research conducted in New Zealand classes are used to illustrate how the knowledge-building model can be implemented. The PROGRESS practice model is introduced to guide teachers to implement the knowledge-building approach in their classes.

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Lai, K.-W. (2014). Transforming New Zealand schools as knowledge-building communities: From theory to practice. Set: Research Information for Teachers, 1, 33–41. https://doi.org/10.18296/set.0309
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