Knowledge Building
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Knowledge Building
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Author : Karl Maton
language : en
Publisher: Routledge
Release Date : 2015-10-08
Knowledge Building written by Karl Maton and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-10-08 with Education categories.
Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT’ extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics.
Navigating The Pedagogical Space For Knowledge Building Classrooms
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Author : Seng Chee Tan
language : en
Publisher: Taylor & Francis
Release Date : 2022-11-01
Navigating The Pedagogical Space For Knowledge Building Classrooms written by Seng Chee Tan and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022-11-01 with Education categories.
Showcasing the design and implementation of knowledge building pedagogy, this book for educators and education researchers illuminates this future-oriented instructional and learning approach. In this Knowledge Age, innovation and creative knowledge works are central to the progress of a society; increasing the productivity of knowledge workers remains the main priority of competitive societies. Consequently, developing knowledge building capacity among students becomes one main goal of education. Knowledge building aims to transform school education in a radical way by developing the culture of innovation and knowledge creation in classrooms, from preschools to universities. Knowledge building pedagogy focuses on sustaining idea improvement among students, who develop the collective cognitive responsibility to add value to the learning community. Developed since the 1990s, knowledge building is now a model of instructions researched and advanced with an international network of researchers, teachers, educators, engineers, and policymakers. Implementing the knowledge building approach requires educators to make decisions based on principles, rather than following prescriptive procedures that characterized most instructional models. Tan highlights the key pedagogical principles and discusses the critical design considerations. He also identifies the emerging research directions and developmental works related to knowledge building. A must-read book for educators and education researchers who are interested in the design and implementation of knowledge building pedagogy.
Reflective Assessment For Deep Learning And Knowledge Building
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Author : Chunlin Lei
language : en
Publisher: Taylor & Francis
Release Date : 2024-06-14
Reflective Assessment For Deep Learning And Knowledge Building written by Chunlin Lei and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-06-14 with Education categories.
Knowledge building aims to transform schools into learning communities and bring knowledge creation into schools. The book therefore elaborates on how learning, technology, and assessment can be aligned both online and offline to facilitate such a process. Adopting a quasi-experimental design and drawing on rich data from forum discussions, questionnaires, interviews, learning outcomes, and classroom presentations, this book shows that the knowledge building environment, augmented by reflective assessment and principles, helped Chinese students to develop a deeper approach to learning, improved academic performance, and promoted collective knowledge advances. The book also discusses the potentials and challenges of designing technology-supported, assessment- and principle-based learning environments in tertiary contexts, especially when deep learning and knowledge building capacity are greatly emphasised in the knowledge era. The book will be of interest to scholars and educators working in learning sciences and computer-supported collaborative learning.
Reading Images For Knowledge Building
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Author : J.R. Martin
language : en
Publisher: Taylor & Francis
Release Date : 2023-08-07
Reading Images For Knowledge Building written by J.R. Martin and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-08-07 with Language Arts & Disciplines categories.
This innovative volume provides a new analytic framework for understanding how meaning-making resources are deployed in images designed for knowledge building in school science. The framework enables analyses of science images from the perspectives of both their complexity and recognizability. Complexity deals with the technical and abstract knowledge of school science (technicality), evaluative dispositions in relation to that knowledge (iconization) and the condensation of the technical and dispositional meanings as ‘synoptic eyefuls’ in discipline-specific infographics (aggregation). Recognizability concerns the relationship between the appearance of phenomena in reality and the reconfiguration of this reality in images (congruence), the perceptibility or discernibility of the features and contexts of phenomena in images (explicitness), and how images engage their viewers (affiliation). The framework is illustrated by more than 100 images in colour in the e-book and black and white in the paper version and will inform research into multimodal literacy pedagogy that incorporates an understanding of the role of images in the teaching and learning of school science. This book will be of particular interest to scholars in multimodality, semiotics, literacy education and science education.
Translation And Health Risk Knowledge Building In China
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Author : Meng Ji
language : en
Publisher: Springer
Release Date : 2017-08-29
Translation And Health Risk Knowledge Building In China written by Meng Ji and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-08-29 with Language Arts & Disciplines categories.
This pivot considers the dissemination of public health terms in Chinese scientific research and printed media. Bringing together quantitative and qualitative analysis from corpus linguistics, translation studies, contrastive linguistics to bear on the study of specialised public health translation, it provides key insights into the translation of key public health policy materials produced by authoritative international health agencies like the World Health Organisation (WHO). The study of the acceptance, assimilation and update of translated health risk terms is embedded within corpus translation studies, one of the most dynamic areas of applied translation studies. This study deploys large-scale data bases of scientific publications and printed media materials to trace and analyse the use of translated public health terms and linguistic synonyms by Chinese researchers and media. It also highlights the limits of research investment on critical public health topics such as health financial risks and considers worldwide concerns about the use of accurate and appropriate terminology in specialized fields of knowledge, and the implications for scholarly research, translator training and professional practice.
Conceptions Of Knowledge Creation Knowledge And Knowing
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Author : Yuh Huann Tan
language : en
Publisher: Springer Nature
Release Date : 2020-03-11
Conceptions Of Knowledge Creation Knowledge And Knowing written by Yuh Huann Tan and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-03-11 with Education categories.
This book responds to calls for further advancing knowledge creation in schools. It examines sixteen Chinese Language teachers from Singapore, since language teachers are primarily responsible for the basic literacy that is the foundation of students’ lifelong learning. Positing that people’s cultural beliefs and the language(s) they use are inseparable, the book argues that Chinese language teachers possess a unique understanding of the various phenomena that reflect the influences of Chinese culture by virtue of the language they speak and teach. For the purposes of the investigation, it employs phenomenography — a methodology aimed at finding and systematising how people interpret the world around them — to determine and describe Chinese language teachers’ conceptions of these phenomena.
Knowledge Building
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Author : Karl Maton
language : en
Publisher: Routledge
Release Date : 2017-05-16
Knowledge Building written by Karl Maton and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-05-16 with Educational sociology categories.
Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or 'LCT' extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics.
Envisioning Knowledge
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Author : Judith A. Langer
language : en
Publisher: Teachers College Press
Release Date : 2015-04-17
Envisioning Knowledge written by Judith A. Langer and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-04-17 with Education categories.
This book by Judith Langer—internationally known scholar in literacy learning—examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than information collection), and explores how one becomes literate in ways that mark "knowing" in a field. Langer identifies key principles for practice and demonstrates how the framework and the principles together can undergird highly successful instruction across the curriculum. With many examples from middle and high schools, this resource will help educators to plan and implement engaging, exciting, and academically successful programs.
Building Knowledge In Higher Education
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Author : Christine Winberg
language : en
Publisher: Taylor & Francis
Release Date : 2020-05-27
Building Knowledge In Higher Education written by Christine Winberg and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-05-27 with Education categories.
From pressures to become economically efficient to calls to act as an agent of progressive social change, higher education is facing a series of challenges. There is an urgent need for a rigorous and sophisticated research base to support the informed development of practices. Yet studies of educational practices in higher education remain theoretically underdeveloped and segmented by discipline and country. Building Knowledge in Higher Education illustrates how Legitimation Code Theory is bringing research together from across the disciplinary map and enabling practical change in a rigorously theorized way. The volume addresses both students and educators. Part I explores ways of supporting student achievement from STEM to the arts, from introductory courses to doctoral training, and from using new digital media to reflective writing. Part II focuses on academic staff development in higher education, reaching from curriculum design to pedagogic practices. All chapters focus on issues of contemporary relevance to higher education, showing how Legitimation Code Theory enables these issues to be understood and practices improved. Building Knowledge in Higher Education brings together internationally renowned scholars in higher education studies, academic development, academic literacies, and sociology, with some of the brightest new researchers. The volume significantly extends understandings of teaching and learning in changing higher education contexts and so contributes to educational research and practice. It will be essential reading not only to scholars and students in these fields but also to scholars and educators in higher education more generally.
Knowing History In Schools
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Author : Arthur Chapman
language : en
Publisher: UCL Press
Release Date : 2021-01-07
Knowing History In Schools written by Arthur Chapman and has been published by UCL Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-01-07 with Education categories.
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.