Carl Bereiter
Datos Biográficos
| ID | 3476868 |
|---|---|
| NOMBRE | Carl Bereiter |
| NOMBRES | Carl |
| APELLIDO | Bereiter |
| FIRMA | BEREITER C |
| AFILIACIONES | Institute for Christian Studies |
| VERIFICADO | No |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 34 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1966 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2021 |
| ÍNDICE H | 5 |
Knowledge building: Aligning education with needs for knowledge creation in the digital age
Education in an Open Informational World
Education now functions in an open informational world in which there are essentially no boundaries constraining the information that may be brought to bear on any topic, question, or activity. Changes in the form and connectedness of information are giving rise to new issues concerning coherence, sustained work with ideas, and complexity. In place of the extended text of a well‐crafted book, with its carefully developed line of thought, informat…
Knowledge Building and Knowledge Creation: Theory, Pedagogy, and Technology
Commentary
Commentaries| January 15 2010 Commentary Subject Area: Psychiatry and Psychology , Women's and Children's Health Carl Bereiter Carl Bereiter Ontario Institute for Studies in Education, Toronto, Canada Search for other works by this author on: This Site PubMed Google Scholar Human Development (1991) 34 (5): 294–298. https://doi.org/10.1159/000277063 Article history Published Online: January 15 2010 Content Tools Views Icon Views Article contents F…
Knowledge Building: Theory, Pedagogy, and Technology
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…
More to genius than creativity
Computer Support for Knowledge-Building Communities
In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of kno…
Constructivism, Socioculturalism, and Popper's World 3
Constructive Activity in Learning from Text
This study examined the constructive cognitive activity of children listening to text and assessed the contribution of this activity to learning. Informative statements were read to 109 children (in grades 1 to 6) who were asked to think aloud about each statement. Analysis of the protocols led to a scale identifying five levels of constructive activity, with three subtypes at each level. The five levels were prefactual confabulation, knowledge/d…
Implications of Connectionism for Thinking about Rules
Although the “new connectionism” is causing a great stir in cognitive science and artificial intelligence, it has been difficult for people outside these fields to grasp. Through use of a concrete analogy, this article attempts to provide a nontechnical explanation of what connectionism is like and to show how it constitutes a radical alternative to the classical view of cognition based on implicit rules
An Attainable Version of High Literacy: Approaches to Teaching Higher-Order Skills in Reading and Writing
One way of criticizing contemporary literacy education is to credit it with trying to do the right things, but to argue that the means could stand improvement. With great variation in the amount and kind of improvement recommended, this seems to be the line of criticism taken by almost everyone from alarmist critics (e.g., Cooperman 1978; Flesch 1981) to blue-ribbon panelists (e.g., Anderson, Hiebert, Scott, and Wilkinson 1985; National Commissio…
Does direct instruction cause delinquency
The Reading Comprehension Lesson: A Commentary on Heap's Ethnomethodological Analysis
(1986). The Reading Comprehension Lesson: A Commentary on Heap's Ethnomethodological Analysis. Curriculum Inquiry: Vol. 16, No. 1, pp. 65-72
The Limitations of Interpretation
Structures, Doctrines, and Polemical Ghosts: A Response to Feldman
Structures, Doctrines, and Polemical Ghosts: A Response to Feldman
The Morality of Moral Education
E ighteen students, about to embark on graduate work in educational psychology, were asked to state their professional interests. In 1970 most of them would have mentioned open education or de-schooling. In the mid-sixties they would have said compensatory education. And five years earlier it would have been programmed instruction. But now the word is moral education. All the makings of an educational bandwagon are present: foundation grants, boo…
Teaching Disadvantaged Children
An Attainable Version of High Literacy: Approaches to Teaching Higher-Order Skills in Reading and Writing
One way of criticizing contemporary literacy education is to credit it with trying to do the right things, but to argue that the means could stand improvement. With great variation in the amount and kind of improvement recommended, this seems to be the line of criticism taken by almost everyone from alarmist critics (e.g., Cooperman 1978; Flesch 1981) to blue-ribbon panelists (e.g., Anderson, Hiebert, Scott, and Wilkinson 1985; National Commissio…
Constructivism, Socioculturalism, and Popper's World 3
Implications of Connectionism for Thinking about Rules
Although the “new connectionism” is causing a great stir in cognitive science and artificial intelligence, it has been difficult for people outside these fields to grasp. Through use of a concrete analogy, this article attempts to provide a nontechnical explanation of what connectionism is like and to show how it constitutes a radical alternative to the classical view of cognition based on implicit rules
Does direct instruction cause delinquency
Constructive Activity in Learning from Text
This study examined the constructive cognitive activity of children listening to text and assessed the contribution of this activity to learning. Informative statements were read to 109 children (in grades 1 to 6) who were asked to think aloud about each statement. Analysis of the protocols led to a scale identifying five levels of constructive activity, with three subtypes at each level. The five levels were prefactual confabulation, knowledge/d…
Teaching Disadvantaged Children
The Morality of Moral Education
E ighteen students, about to embark on graduate work in educational psychology, were asked to state their professional interests. In 1970 most of them would have mentioned open education or de-schooling. In the mid-sixties they would have said compensatory education. And five years earlier it would have been programmed instruction. But now the word is moral education. All the makings of an educational bandwagon are present: foundation grants, boo…
Structures, Doctrines, and Polemical Ghosts: A Response to Feldman
Structures, Doctrines, and Polemical Ghosts: A Response to Feldman
The Limitations of Interpretation
Does direct instruction cause delinquency
The Reading Comprehension Lesson: A Commentary on Heap's Ethnomethodological Analysis
(1986). The Reading Comprehension Lesson: A Commentary on Heap's Ethnomethodological Analysis. Curriculum Inquiry: Vol. 16, No. 1, pp. 65-72
An Attainable Version of High Literacy: Approaches to Teaching Higher-Order Skills in Reading and Writing
One way of criticizing contemporary literacy education is to credit it with trying to do the right things, but to argue that the means could stand improvement. With great variation in the amount and kind of improvement recommended, this seems to be the line of criticism taken by almost everyone from alarmist critics (e.g., Cooperman 1978; Flesch 1981) to blue-ribbon panelists (e.g., Anderson, Hiebert, Scott, and Wilkinson 1985; National Commissio…
Implications of Connectionism for Thinking about Rules
Although the “new connectionism” is causing a great stir in cognitive science and artificial intelligence, it has been difficult for people outside these fields to grasp. Through use of a concrete analogy, this article attempts to provide a nontechnical explanation of what connectionism is like and to show how it constitutes a radical alternative to the classical view of cognition based on implicit rules
Constructive Activity in Learning from Text
This study examined the constructive cognitive activity of children listening to text and assessed the contribution of this activity to learning. Informative statements were read to 109 children (in grades 1 to 6) who were asked to think aloud about each statement. Analysis of the protocols led to a scale identifying five levels of constructive activity, with three subtypes at each level. The five levels were prefactual confabulation, knowledge/d…
Computer Support for Knowledge-Building Communities
In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of kno…
Constructivism, Socioculturalism, and Popper's World 3
More to genius than creativity
Knowledge Building: Theory, Pedagogy, and Technology
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…
Commentary
Commentaries| January 15 2010 Commentary Subject Area: Psychiatry and Psychology , Women's and Children's Health Carl Bereiter Carl Bereiter Ontario Institute for Studies in Education, Toronto, Canada Search for other works by this author on: This Site PubMed Google Scholar Human Development (1991) 34 (5): 294–298. https://doi.org/10.1159/000277063 Article history Published Online: January 15 2010 Content Tools Views Icon Views Article contents F…
Knowledge Building and Knowledge Creation: Theory, Pedagogy, and Technology
Education in an Open Informational World
Education now functions in an open informational world in which there are essentially no boundaries constraining the information that may be brought to bear on any topic, question, or activity. Changes in the form and connectedness of information are giving rise to new issues concerning coherence, sustained work with ideas, and complexity. In place of the extended text of a well‐crafted book, with its carefully developed line of thought, informat…
Knowledge building: Aligning education with needs for knowledge creation in the digital age
Psychology (14 obras) · Sociology (11 obras) · Computer Science (9 obras) · Philosophy (8 obras) · Mathematics education (7 obras) · Philosophy (7 obras) · Epistemology (6 obras) · Innovative Teaching and Learning Methods (6 obras) · Political science (5 obras) · Knowledge management (4 obras)