Constructing Knowledge Together

Through analyzing talk which goes on in primary school classrooms and some other locations, this text explains the process of teaching and learning as a social, communicative activity. It contains transcribed episodes of speech between learners and teachers, and learners to learners. The concepts described should be useful for teachers concerned with the quality of education in their classrooms.

Featuring new research and examples, this practical resource focuses on brainstorming webs, graphic organizers, and concept maps to improve instruction and enhance students' cognitive development.

Mathematics is generally considered as the only science where knowledge is uni form, universal, and free from contradictions. „Mathematics is a social product - a 'net of norms', as Wittgenstein writes. In contrast to other institutions - traffic rules, legal systems or table manners -, which are often internally contradictory and are hardly ever unrestrictedly accepted, mathematics is distinguished by coherence and consensus. Although mathematics is presumably the discipline, which is the most differentiated internally, the corpus of mathematical knowledge constitutes a coher ent whole. The consistency of mathematics cannot be proved, yet, so far, no contra dictions were found that would question the uniformity of mathematics" (Heintz, 2000, p. 11). The coherence of mathematical knowledge is closely related to the kind of pro fessional communication that research mathematicians hold about mathematical knowledge. In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical development of formal mathematical proof was, in fact, a means of estab lishing a communicable „code of conduct" which helped mathematicians make themselves understood in relation to the truth of mathematical statements in a co ordinated and unequivocal way.

"This book presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process, challenging the assumption that information accessibility is synonymous with learning"--

The Handbook of Academic Learning provides a comprehensive resource for educational and cognitive psychologists, as well as educators themselves, on the mechanisms and processes of academic learning. Beginning with general themes that cross subject and age level, the book discusses what motivates students to learn and how knowledge can be made personal for better learning and remembering. Individual chapters identify proven effective teaching methods for the specific domains of math, reading, writing, science, and critical problem solving, how students learn within those domains, and how learning can be accurately assessed for given domains and age levels. The Handbook takes a constructivist perspective to academic learning, emphasizing the construction of personal knowledge of an academic nature. Constructivism within the context of learning theory is viewed as involving an active learner that constructs an academic knowledge base through the development of cognitive strategies and metacognition. The book discusses the development of basic literacy skills that provide the foundation for higher order thinking and problem solving. Constructivism recognizes the social dimension of classroom learning and emphasizes the motivational elements of self-regulation and volition as essential learner characteristics. Written by authors who have first-hand experience with both theory development and the development of authentic classroom instructional techniques, the Handbook empowers educators to develop, implement, and field-test authentic instructional practices at their school site. The book provides a review of the literature, theory, research, and skill techniques for effective teaching and learning. Key Features * Identifies effective teaching with specific techniques * Covers elementary school through high school * Discusses teaching methods for all main subject areas: reading, writing, math, science, and critical thinking * Identifies how students learn to learn * Reviews theory, research, techniques, and assessment * Contains field tested examples for the educational professional at the school site * Provides a resource for staff development

"This book presents best practice environments to implement e-collaborative knowledge construction, providing psychological and technical background information about issues present in such scenarios and presents methods to improve online learning environments"--Provided by publisher.

Learning scenarios have benefited greatly from technology through tools such as Internet collaboration, information access, and social networking. However, it is not technology itself that provides the learning; it is also dependent on the different environmental factors and how those factors such as teaching strategies, instructional methods, and technology based instruction comprise the learning environment and knowledge acquisition. Technologies and Practices for Constructing Knowledge in Online Environments: Advancements in Learning discusses how aspects of technology can facilitate and provide advancements in e-collaborative knowledge construction. This reference collection gives an impression about scenarios of e-collaborative knowledge construction and the technology applied in these scenarios while focusing on technologies that enable collaborative knowledge construction processes and how they can be framed to support e-collaborative knowledge construction.

This book presents a portfolio of concepts, methods, models, and tools supported by real life case studies from various corners of the globe providing insights into the management of knowledge in the construction industry.

Collaborative teaching and learning has been a focus of research recently, yet it can sometimes be a challenge for multicultural students in an educational setting. This second volume of a two-volume edition helps lecturers, educators, and teachers create collaborative teaching and learning experiences with multicultural adult learners in higher education. The authors of this volume provide: outlines of some of the positive relationships that can be developed among students and educators when the process of gaining knowledge is seen as a co-constructed process, approaches to relational intelligence and collaborative learning, research from neuropsychology and practical applications to teaching, and characterizations of emotional intelligence and sociocognitive skills needed in collaborative learning environments. Though focused on Asian students and their experiences, this volume includes information for all students and educators who are engaged in the collaborative search for knowledge. This is the 143rd volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

This book provides a panorama of complimentary and forward looking perspectives on the learning of mathematics and epistemology from some of the leading contributors to the field. It explores constructivist and social theories of learning, and discusses the role of the computer in the light of these theories. It brings analyses from psychoanalysis, Hermeneutics and other perspectives to bear on the issues of mathematics and learning. It enquires into the nature of enquiry itself, and an important emergent theme is the role of language. Finally it relates the history of mathematics to its teaching and learning. The book both surveys current research and indicates orientations for fruitful work in the future.

Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.

This volume contains some lecture notes of the 12th Reasoning Web Summer School (RW 2016), held in Aberdeen, UK, in September 2016. In 2016, the theme of the school was “Logical Foundation of Knowledge Graph Construction and Query Answering”. The notion of knowledge graph has become popular since Google started to use it to improve its search engine in 2012. Inspired by the success of Google, knowledge graphs are gaining momentum in the World Wide Web arena. Recent years have witnessed increasing industrial take-ups by other Internet giants, including Facebook's Open Graph and Microsoft's Satori. The aim of the lecture note is to provide a logical foundation for constructing and querying knowledge graphs. Our journey starts from the introduction of Knowledge Graph as well as its history, and the construction of knowledge graphs by considering both explicit and implicit author intentions. The book will then cover various topics, including how to revise and reuse ontologies (schema of knowledge graphs) in a safe way, how to combine navigational queries with basic pattern matching queries for knowledge graph, how to setup a environment to do experiments on knowledge graphs, how to deal with inconsistencies and fuzziness in ontologies and knowledge graphs, and how to combine machine learning and machine reasoning for knowledge graphs.

The 6th International Congress on Construction History (6ICCH) will be organised in Brussels, following previous editions in Madrid (2003), Cambridge (2006), Cottbus (2009), Paris (2012) and Chicago (2015). This year's program will consist of a broad range of discussions on topics related to Construction History. The congress focusses on the history of building construction and the cross-over with other disciplines is strongly stimulated. For the first time, general open sessions as well as special thematic sessions will be organized. The main aim of the conference is to discuss latest themes, approaches and directions in construction history research, and foster transnational and interdisciplinary collaboration and discussion on burning issues.