Knowledge Building Bibliography
Edition 2.0, 17 July 2012
See http://kbc2.edu.hku.hk for details
Compiled by Jan van Aalst
Åhlberg, M., Kaasinen, A., Kaivola, T., & Houtsonen, L. (2001). Collaborative
knowledge building to promote in-service teacher training in
environmental education. Journal of Information Technology for Teacher
Education, 10(3), 227-240.
Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking
and help design in interactive learning environments. Review of
Educational Research, 73(3), 277-320. doi:
10.3102/00346543073003277
Alozie, N. M., Moje, E. B., & Krajcik, J. S. (2010). An analysis of the supports and
constraints for scientific discussion in high school project-based science.
Science Education, 94(3), 395-427.
Anderson, R. E. (1996). Information sifting or knowledge building on the
Internet. Social Science Computer Review, 14(1), 81-83. doi:
10.1177/089443939601400125
Ang, C. S., Zaphiris, P., & Wilson, S. (2011). A case study analysis of a
constructionist knowledge building community with activity theory.
Behaviour & Information Technology, 30(5), 537-554. doi:
10.1080/0144929x.2010.490921
Arvaja, M., Hakkinen, P., Rasku-Puttonen, H., & Etelapelto, A. (2002). Social
processes and knowledge building during small group interaction in a
school science project. Scandinavian Journal of Educational Research,
46(2), 161-179.
Bauer, K., & Fischer, F. (2007). The educational research-practice interface
revisited: A scripting perspective. Educational Research and Evaluation.
Special Issue: How educational researchers and practitioners meet, 13(3),
221-236. doi: 10.1080/13803610701626150
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ:
Lawrence Erlbaum Associates Publishers.
Bereiter, C. (2002). Liberal education in a knowledge society. In B. Smith (Ed.),
Liberal education in a knowledge society (pp. 11-33). Chicago, IL: Open
Court.
Bereiter, C. (2009). Innovation in the absence of principled knowledge: The case
of the Wright brothers. Creativity and Innovation Management, 18(3), 234241. doi: 10.1111/j.1467-8691.2009.00528.x
Bereiter, C., Koschmann, T., & Kelly, E. (2004). Plumbing the foundations of
knowledge building: A special symposium. Paper presented at the 6th
International Conference on Learning sciences.
Bereiter, C., & Scardamalia, M. (1996). Rethinking learning. In D. R. Olson & N.
Torrance (Eds.), The handbook of education and human development: New
models of learning, teaching and schooling (pp. 485-513). Malden, MA:
Blacwell Publishers.
Bereiter, C., & Scardamalia, M. (1998). Beyond Bloom's taxonomy: Rethinking
knowledge for the knowledge age. In A. Hargreaves, A. Lieberman, M.
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Fullan & D. Hopkins (Eds.), International handbook of educational change
(pp. 675-692). Dordrecht, the Netherlands: Kluwer.
Bereiter, C., & Scardamalia, M. (2000). Process and product in problem-based
learning (PBL) research. In D. H. Evensen & C. E. Hmelo (Eds.), ProblemBased Learning, a research perspective on learning interactions (pp. 185195). Mahwah, NJ: Lawrence Erlbaum Associates.
Bereiter, C., & Scardamalia, M. (2003). Knowledge building Encyclopedia of
Education (pp. 1370-1373). New York, NY: Macmillan.
Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with
knowledge. In E. De Corte, L. Verschaffel, N. Entwistle & J. van
Merrienboer (Eds.), Powerful learning environments: Unravelling basic
components and dimensions (pp. 55-68). Oxford UK: Pergamon.
Bereiter, C., & Scardamalia, M. (2005). Technology and literacies: From print
literacy to dialogic literacy. In N. Bascia, A. Cumming, A. Datnow, K.
Leithwood & D. Livingstone (Eds.), International handbook of educational
policy (pp. 749-761). Dordrecht, the Netherlands: Springer.
Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Designcentered models of teaching and instruction. In P. A. Alexander & P. H.
Winne (Eds.), Handbook of educational psychology (pp. 695-713).
Mahwah, NJ: Lawrence Erlbaum Associates.
Bereiter, C., & Scardamalia, M. (2008). Toward research-based innovation
Innovating to learn, learning to innovate (pp. 67-91). Paris, France: OECD
Publishing.
Bereiter, C., & Scardamalia, M. (2009). Teaching how science really works.
Education Canada, 49(1), 14-17.
Bereiter, C., & Scardamalia, M. (2010). Can children really create knowledge?
Canadian Journal of Learning and Technology, 36(1).
Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. (1997). Postmodernism,
knowledge building, and elementary science. Elementary School Journal,
97(4), 329-340. doi: 10.1086/461869
Bielaczyc, K. (2006). Designing social infrastructure: Critical issues in creating
learning environments with technology. Journal of the Learning Sciences,
15(3), 301-329. doi: 10.1207/s15327809jls1503_1
Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A
reconceptualization of educational practice. In C. M. Reigeluth (Ed.),
Instructional design theories and models, Vol II (pp. 269-292). Mahwah, NJ:
Lawrence Erlbaum Associates.
Bielaczyc, K., & Collins, A. (2002). Knowledge forum as a catalyst for fostering
knowledge-building communities. Paper presented at the ICCE '02
Proceedings of the International Conference on Computers in Education,
Auckland, New Zealand.
Bielaczyc, K., & Collins, A. (2006). Technology as a catalyst for fostering
knowledge-creating communities. In A. M. O'Donnell, C. E. Hmelo-Silver &
G. Erkens (Eds.), Collaborative learning, reasoning, and technology (pp. 3760). Mahwah NJ: Lawrence Erlbaum Associates.
Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000).
Creating usable innovations in systemic reform: Scaling up technologyembedded project-based science in urban schools. Educational
Psychologist, 35(3), 149-164. doi: 10.1207/s15326985ep3503_2
2
Bopardikar, A., Gnesdilow, D., & Puntambekar, S. (2011). Effects of using multiple
forms of support to enhance students’ collaboration during concept
mapping. Paper presented at the. In H. Spada, S. G., N. Miyake & N. Law
(Eds.), Connecting computer-supported collaborative learning to policy and
practice: CSCL2011 conference proceedings. Hong Kong, SAR, China: ISLS.
Brett, C., Forrester, B., & Fujita, N. (2009). Online learning journals as an
instructional and self-assessment tool for epistemological growth.
Canadian Journal of Learning and Technology, 35(1). Retrieved from
http://www.cjlt.ca/index.php/cjlt/article/viewArticle/517/247
Brill, J. M., & Hodges, C. B. (2011). Investigating peer review as an intentional
learning strategy to foster collaborative knowledge-building in students
of instructional design. International Journal of Teaching and Learning in
Higher Education, 23(1), 114-118.
Bryson, M., & Scardamalia, M. (1996). Fostering reflectivity in the argumentive
thinking of students with different learning histories. Reading & Writing
Quarterly: Overcoming Learning Difficulties, 12, 351-384. doi:
10.1080/1057356960120402
Cacciamani, S. (2006). Knowledge building community in a health care service: A
case study. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting
complexity (pp. 57-65). Rotterdam, the Netherlands: Sense Publishers.
Cacciamani, S. (2010). Towards a knowledge building community: from guided
to self-organized inquiry. Canadian Journal of Learning and Technology/La
revue canadienne de l’apprentissage et de la technologie, 36(1).
Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. (2012). Influence of
participation, facilitator styles, and metacognitive reflection on
knowledge building in online university courses. Computers & Education,
58(3), 874-884. doi: 10.1016/j.compedu.2011.10.019
Cambourne, B., Ferry, B., & Kiggins, J. (2003). The knowledge building
community odyssey: Reflections on the journey. Change: Transformations
in Education, 6(2), 57-66.
Cambourne, B., Kiggins, J., & Ferry, B. (2003). Replacing traditional lectures,
tutorials and exams with a knowledge building community (KBC): A
constructivist, problem-based approach to pre-service primary teacher
education. English Teaching: Practice and Critique, 2(3), 7-21.
Caswell, B., & Bielaczyc, K. (2002). Knowledge Forum: Altering the relationship
between students and scientific knowledge. Education, Communication &
Information, 1(3), 281-305.
Caswell, B., & Lamon, M. (1999). Development of scientific literacy: the evolution
of ideas in a knowledge-building classroom. In J. Leach & B. Moon (Eds.),
Learners and pedagogy (pp. 140-157). New Delhi: SAGE Publication Inc.
Chai, C. S., Deng, F., Wong, B., & Qian, Y. Y. (2010). South China education majors'
epistemological beliefs and their conceptions of the nature of science.
Asia-Pacific Education Researcher, 19(1), 111-125.
Chai, C. S., Hong, H. Y., & Teo, T. (2009). Singaporean and Taiwanese pre-service
teachers' beliefs and their attitude towards ICT use: A comparative study.
Asia-Pacific Education Researcher, 18(1), 117-128.
Chai, C. S., & Merry, R. (2006). Teachers' perceptions of teaching and learning in a
knowledge-building community: An exploratory case study. Learning,
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Media and Technology, 31(2), 133-148. doi:
doi:10.1080/17439880600756670
Chai, C. S., & Tan, S. C. (2009). Professional development of teachers for
computer-supported collaborative learning: A knowledge-building
approach. The Teachers College Record, 111(5), 1296-1327.
Chai, C. S., Teo, T., & Lee, C. B. (2009). The change in epistemological beliefs and
beliefs about teaching and learning: A study among pre-service teachers.
Asia-Pacific Journal of Teacher Education, 37, 351-362.
Chai, C. S., Teo, T., & Lee, C. B. (2010). Modelling the relationships among beliefs
about learning, knowledge, and teaching of pre-service teachers in
Singapore. Asia-Pacific Education Researcher, 19(1), 25-42. doi:
10.3860/taper.v19i1.1507
Chan, C. (2008). Pedagogical transformation and knowledge-building for the
Chinese learner. Evaluation & Research in Education, 21(3), 235-251.
Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of
conflict in conceptual change. Cognition and Instruction, 15(1), 1-40.
Chan, C., & Fu, E. (2011). Principle-based design for collective growth: From
knowledgesharing to explanatory knowledge-building discourse. In H.
Spada, S. G., N. Miyake & N. Law (Eds.), Connecting computer-supported
collaborative learning to policy and
practice: CSCL2011 conference proceedings (pp. 49-56). Hong Kong, SAR, China:
ISLS.
Chan, C., & Van Aalst, J. (2003). Assessing and scaffolding knowledge building:
Pedagogical knowledge building principles and electronic portfolios. In U.
Hoppe, B. Wasson & S. Ludvigsen (Eds.), Support for Collaborative
Learning 2003 -Designing for change in networked learning environments:
Kluwer Academic Publishers.
Chan, C., & van Aalst, J. (2006). Computer-supported collaborative knowledge
building in teacher development: Experience from Hong Kong and
Canadian teachers. Teaching Education, 17, 7-26.
Chan, C., & van Aalst, J. (2007). Designing and fostering knowledge building using
embedded and transformative assessment. Paper presented at the 7th
Computer Supported Collaborative Learning Conference, Newark, N.J.
Chan, C. K. K. (2001). Peer collaboration and discourse patterns in learning from
incompatible information. Instructional Science, 29, 443-479. doi:
10.1023/a:1012099909179
Chan, C. K. K. (2011). Bridging research and practice: Implementing and
sustaining knowledge building in Hong Kongclassrooms. International
Journal of Computer-Supported Collaborative Learning, 6(2 ), 147-186.
Chan, C. K. K., & Chan, Y. Y. (2011). Students' views of collaboration and online
participation in Knowledge Forum. Computers & Education, 57, 14451457.
Chan, C. K. K., & Lam, I. C. K. (2010). Conceptual change and epistemic growth
through reflective assessment in computer-supported knowledge
building. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the
disciplines: Proceedings of the 9th International Conference of the Learning
Sciences (Vol. 1, pp. 1063-1070). Chicago, IL.: ISLS.
Chan, C. K. K., & Lee, E. Y. C. (2007). Fostering knowledge building using
concurrent, embedded and transformative assessment for high-and low-
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achieving students. In C. Chinn, G. Erkens & S. Puntambekar (Eds.),
Proceedings of the 8th International Conference of Computer-Supported
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Chan, C. K. K., & van Aalst, J. (2003 ). Assessing and scaffolding
KnowledgeBuilding: Pedagogical knowledge building principles and
electronic portfolios. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.),
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Chan, C. K. K., & van Aalst, J. (2004). Learning, assessment, and collaboration in
computer-supported learning environments. In J. W. Strijbos, P. A.
Kirschner & R. L. Martens (Eds.), What we know about CSCL: And
implementing it in higher education (pp. 87-112). Dordrecht, the
Netherlands: Kluwer Publishers.
Chan, C. K. K., & van Aalst, J. (2006). Teacher development through computer
supported Knowledge Building: Experience from Hong Kong and
Canadian teachers. Teaching Education, 17(1), 7-26.
Chan, T. W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., . . . Hoppe, U.
(2006). One-to-one technology-enhanced learning: an opportunity for
global research collaboration. Research and Practice in Technology
Enhanced Learning, 1(1), 3-29.
Chang, H.-M., Chen, F.-C., Cheng, K.-T., & Tzeng, R.-Y. (2011). Critical moments of
knowledge co-construction: Reconsidering meaning-making of postings
in online group discussion. In H. Spada, S. G., N. Miyake & N. Law (Eds.),
Connecting computer-supported collaborative learning to policy and
practice: CSCL2011 conference proceedings (Vol. 1, pp. 80-87). Hong Kong,
SAR, China: ISLS.
Charles, E. S., Lasry, N., & Whittaker, C. (2010). Does scale matter: using different
lenses to understand collaborative knowledge building. In K. Gomez, L.
Lyons & J. Radinsky (Eds.), Learning in the disciplines: Proceedings of the
9th International Conference of the Learning Sciences (pp. 120-121).
Chicago, IL.: ISLS.
Chen, P., & Chen, H. L. (2007). Knowledge building and technological dynamics in
an online project-based learning community. International Journal of
Technology in Teaching and learning, 3(2), 1-16.
Chen, P., & McGrath, D. (2003). Knowledge construction and knowledge
representation in high school students' design of hypermedia documents.
Journal of Educational Multimedia and Hypermedia, 12(1), 33-61.
Chen, W. (2004). Supporting teachers intervention in collaborative knowledge
building. Journal of Network and Computer Applications, 29(2), 200-215.
Chen, W. Q. (2006). Supporting teachers' intervention in collaborative
knowledge building. Journal of Network and Computer Applications, 29(23), 200-215. doi: 10.1016/j.jnca.2005.01.001
Chitpin, S. (2010). A critical approach for building teacher knowledge.
International Journal of Education, 2(1). Retrieved from
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Chitpin, S., & Evers, C. W. (2005). Teacher professional development as
knowledge building: a Popperian analysis. Teachers and Teaching: theory
and practice, 11(4), 419-433.
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Chu, S. K. W. (2008). TWiki for knowledge building and management. Online
information review, 32(6), 745-758.
Chung, S., Severance, C., & Chung, M.-J. (2003). Design of support tools for
knowledge building in a virtual university course. Interactive Learning
Environments, 11(1), 41-57.
Chung, S. J. (1999). The effect of support tools on student knowledge building in a
virtual university course: summarization, explanation, and
planning/monitoring prompts. (PhD), Michigan State University. Dept. of
Counseling, Educational Psychology and Special Education.
Chuy, M., Scardamalia, M., Bereiter, C., Prinsen, F., Resendes, M., Messina, R., . . .
Chow, A. (2010). Understanding the nature of science and scientific
progress: A theory-building approach. Canadian Journal of Learning and
Technology, 36(1). Retrieved from
http://www.cjlt.ca/index.php/cjlt/article/view/580/283
Chuy, M., Zhang, J., Resendes, M., Scardamalia, M., & Bereiter, C. (2011). Does
contributing to a knowledge building dialogue lead to individual
advancement of knowledge? In H. Spada, S. G., N. Miyake & N. Law (Eds.),
Connecting computer-supported collaborative learning to policy and
practice: CSCL2011 conference proceedings (Vol. 1, pp. 57-63). Hong Kong,
SAR, China: ISLS.
Clark, D., & Linn, M. C. (2003). Designing for Knowledge Integration: The Impact
of Instructional Time. Journal of the Learning Sciences, 12(4), 451-493.
doi: 10.1207/s15327809jls1204_1
Cober, R., Fong, C., Gnoli, A., Lopez-Silva, B., Lui, M., Madeira, C.-A., . . .
Tissenbaum, M. (2012). Embedded phenomena for knowledge
communities: Supporting complex practices and interactions within a
community of inquiry in the elementary science classroom. In J. van Aalst,
K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning:
Proceedings of the 10th international conference of the learning sciences
(ICLS 2012) – Volume 2, short papers, symposia, and abstracts (pp. 64-71).
Sydney, Australia: ISLS.
Cohen, A., & Scardamalia, M. (1998). Discourse about ideas: Monitoring and
regulation in face-to-face and computer-mediated environments.
Interactive Learning Environments, 6, 114-142. doi:
10.1076/ilee.6.1.93.3610
Conrad, D. (2008). Building knowledge through portfolio learning in prior
learning assessment and recognition. Quarterly Review of Distance
Education, 9(2), 139-150.
Cook, M. P., Krajcik, J., & Varelas, M. (2006). Visual representations in science
education: The influence of prior knowledge and cognitive load theory on
instructional design principles. Science Education, 90(6), 1073-1091. doi:
10.1002/sce.20164
Corbit, M., & DeVarco, B. (2002). 3D Multi-user virtual worlds for education:
Knowledge Building in the Vlearn3D. org Community. Paper presented at
the '02 Conference on Computer Support for Collaborative Learning:
Foundations for a CSCL Community, Boulder, Colorado.
Crawford, B. A., Krajcik, J. S., & Marx, R. W. (1999). Elements of a community of
learners in a middle school science classroom. Science Education, 83(6),
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701-723. doi: 10.1002/(SICI)1098-237X(199911)83:6<701::AIDSCE4>3.0.CO;2-2
Cress, U., & Kimmerle, J. (2007). A theoretical framework of collaborative
knowledge building with wikis: a systemic and cognitive perspective. Paper
presented at the 8th iternational conference on Computer supported
collaborative learning, University of the Aegean, Rhodes, Greece
Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative
knowledge building with wikis. International Journal of ComputerSupported Collaborative Learning, 3(2), 105-122. doi: 10.1007/s11412007-9035-z
Cucchiara, S., Vanin, L., & van Aalst, J. (2012). La valutazione in una comunità che
costruisce conoscenza . [Assessment in a knowledge-building
community.]. QWERTY: Interdisciplinary Journal of Technology, Culture
and Education, 6(2), 347-367.
Daher, W. (2010). Building mathematical knowledge in an authentic mobile
phone environment. Australasian Journal of Educational Technology,
26(1), 85-104.
de Jong, F. C. P. M., Veldhuis-Diermanse, E., & Lutgens, G. (2002). Computersupported collaborative learning in university and vocational education.
In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2: Carrying forward the
conversation (pp. 111-128). Mahwah, NJ: Lawrence Erlbaum Associates.
Demetriadis, S. N., Papadopoulos, P. M., Stamelos, I. G., & Fischer, F. (2008). The
effect of scaffolding students' context-generating cognitive activity in
technology-enhanced case-based learning. Computers & Education, 51(2),
939-954. doi: 10.1016/j.compedu.2007.09.012
Dennen, V. P., & Paulus, T. M. (2005). Researching collaborative knowledge
building in formal distance learning environments. Paper presented at the
2005 conference on Computer support for collaborative learning:
learning: the next 10 years Taipei.
Dillenbourg, P. (2008). Integrating technologies into educational ecosystems.
Distance Education, 29(2), 127-140.
Dillenbourg, P., & Evans, M. (2011). Interactive tabletops in education.
International Journal of Computer-Supported Collaborative Learning, 6(4),
491-514. doi: 10.1007/s11412-011-9127-7
Dillenbourg, P., & Hong, F. (2008). The mechanics of CSCL macro scripts.
International Journal of Computer-Supported Collaborative Learning, 3(1),
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Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-scripts for
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Dillenbourg, P., & Traum, D. (2006). Sharing Solutions: Persistence and
Grounding in Multimodal Collaborative Problem Solving. Journal of the
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Eick, C., & Dias, M. (2005). Building the authority of experience in communities of
practice: The development of preservice teachers' practical knowledge
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Ellis, G. W., Rudnitsky, A. N., Moriarty, M. A., & Mikic, B. (2011). Applying
knowledge building in an engineering class: A pilot study. International
Journal of Engineering Education, 27(5), 945-957.
Engstrom, M. E., Santo, S. A., & Yost, R. M. (2008). Knowledge building in an
online cohort. Quarterly Review of Distance Education, 9(2), 151-167.
Erkunt, H. (2009). Developing electronic portfolios in a computer-supported
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Erkunt, H. (2010). Emergence of epistemic agency in a college level educational
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Erstad, O. (2002). Norwegian students using digital artifacts in project-based
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Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & HmeloSilver, C. E. (2010). Design and reflection help students develop scientific
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78-85). Sydney, Australia: ISLS.
Ferry, B., Kiggins, J., Hoban, G., & Lockyer, L. (2000). Using computer-mediated
communication to form a knowledge-building community with beginning
teachers. Educational Technology & Society, 3(3), 496-505.
Fillion, G., Limayem, M., Laferriere, T., & Mantha, R. (2008). Integrating ICT into
higher education: A study of onsite vs. online students' and professors'
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view. International Journal on E-Learning, 8(1), 17-55. doi:
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Fingeret, L. (2008). March of the penguins: Building knowledge in a kindergarten
classroom. Reading Teacher, 62(2), 96-103. doi: 10.1598/rt.62.2.1
Fischer, F., & Mandl, H. (2005). Knowledge Convergence in Computer-Supported
Collaborative Learning: The Role of External Representation Tools.
Journal of the Learning Sciences, 14(3), 405-441. doi:
10.1207/s15327809jls1403_3
Fishman, B., Marx, R. W., Blumenfeld, P., Krajcik, J., & Soloway, E. (2004). Creating
a framework for research on systemic technology innovations. Journal of
the Learning Sciences, 13(1), 43-76. doi: 10.1207/s15327809jls1301_3
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Flückiger, A. (2005). Macro-situation and numerical knowledge building: The
role of pupils’ didactic memory in classroom interactions. Educational
Studies in Mathematics, 59(1), 59-84.
Fujita, N., & Teplovs, C. (2010). Software-based scaffolding: Supporting the
development of knowledge building discourse in online courses. In K.
Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the disciplines:
Proceedings of the 9th International Conference of the Learning Sciences
(Vol. 1, pp. 1048-1054). Chicago, IL.: ISLS.
Gan, Y., Scardamalia, M., Hong, H. Y., & Zhang, J. (2010). Early development of
graphical literacy through knowledge building. Canadian Journal of
Learning and Technology/La revue canadienne de l’apprentissage et de la
technologie, 36(1).
Gan, Y. C., & Zhu, Z. T. (2007). A learning framework for knowledge building and
collective wisdom advancement in virtual learning communities.
Educational Technology & Society, 10(1), 206-226.
Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., &
Clay-Chambers, J. (2008). Standardized test outcomes for students
engaged in inquiry-based science curricula in the context of urban reform.
Journal of Research in Science Teaching, 45(8), 922-939. doi:
10.1002/tea.20248
Gilbert, N. J., & Driscoll, M. P. (2002). Collaborative knowledge building: A case
study. Educational Technology Research and Development, 50(1), 59-79.
Gotwals, A. W., & Songer, N. B. (2010). Reasoning up and down a food chain:
Using an assessment framework to investigate students' middle
knowledge. Science Education, 94(2), 259-280.
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