Knowledge Building BibliographyEdition 2.0, 17 July 2012See http://kbc2.edu.hku.hk for detailsCompiled 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), 234-241. 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.), Problem-Based Learning, a research perspective on learning interactions (pp. 185-195). 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: Design-centered 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. 37-60). 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 technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149-164. doi: 10.1207/s15326985ep3503_2

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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, 1445-1457.

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 Collaborative Learning (CSCL) (Vol. 8 ). New Brunswick, NJ: ISLS.

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.), Designing for Change in Networked Learning Environments: Proceedings of the International Conference on Computer Support for Collaborative Learning (pp. 21-30). Dordrecht: Kluwer Academic Publishers.

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(2-3), 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 http://macrothink.org/journal/index.php/ije/article/view/358/323

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::AID-SCE4>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 Computer-Supported Collaborative Learning, 3(2), 105-122. doi: 10.1007/s11412-007-9035-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). Computer-supported 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), 5-23.

Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-scripts for computer-supported collaborative learning. Journal of Computer Assisted Learning, 23(1), 1-13. doi: 10.1111/j.1365-2729.2007.00191.x

Dillenbourg, P., & Traum, D. (2006). Sharing Solutions: Persistence and Grounding in Multimodal Collaborative Problem Solving. Journal of the Learning Sciences, 15(1), 121-151. doi: 10.1207/s15327809jls1501_9

Eick, C., & Dias, M. (2005). Building the authority of experience in communities of practice: The development of preservice teachers' practical knowledge through coteaching in inquiry classrooms. Science Education, 89(3), 470-491. doi: 10.1002/sce.20036

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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 collaborative learning environment. In M. Chang & C. Kuo (Eds.), Handbook of research on computer-enhanced language and culture learning. Hershey, PA: Idea Group, Inc.

Erkunt, H. (2010). Emergence of epistemic agency in a college level educational technology course for pre-service teachers engaged in CSCL. The Turkish Online Journal of Educational Technology, 9(3). Retrieved from http://www.tojet.net/articles/934.pdf

Erstad, O. (2002). Norwegian students using digital artifacts in project-based learning. Journal of Computer Assisted Learning, 18, 427-437. doi: doi:10.1046/j.0266-4909.2002.00254.x

Ertl, B., Fischer, F., & Mandl, H. (2006). Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments. Computers & Education, 47(3), 298-315. doi: 10.1016/j.compedu.2004.11.001

Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & Hmelo-Silver, C. E. (2010). Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories. Journal of the Learning Sciences, 19(1), 54-98. doi: 10.1080/10508400903452876

Evans, M. A., Rick., J., Horn, M., Shen, C., Mercier, E., McNaughton, J., . . . Slotta, J. (2012). Interactive surfaces and spaces: A learning sciences agenda. 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. 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' perceptions. International Journal of Web-Based Learning and Teaching Technologies, 3(2), 48-72. doi: doi:10.4018/978-1-60566-938-0.ch006

Fillion, G., Limayem, M., Laferriere, T., & Mantha, R. (2009). Integrating ICT into higher education: Investigating onsite and online professors' points of view. International Journal on E-Learning, 8(1), 17-55. doi: 10.1080/02680510903201649

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.

Gräsel, C., Fischer, F., & Mandl, H. (2000). Use of additional information in problem-oriented learning environments. Learning Environments Research, 3(3), 287-305. doi: 10.1023/a:1011421732004

Greenhow, C., & Belbas, B. (2007). Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education. International Journal of Computer-Supported Collaborative Learning, 2(4), 363-391. doi: 10.1007/s11412-007-9023-3

Groundwater-Smith, S., & Mockler, N. (2002). The knowledge building school: From the outside in, from the inside out, Change. Transformations in Education, 5(2), 15-24.

Groundwater-Smith, S., & Mockler, N. (2009). The Coalition of Knowledge Building Schools. Teacher Professional Learning in an Age of Compliance, 2, 123-133. doi: 10.1007/978-1-4020-9417-0_11

Hakkarainen, K. (2003a). Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learning Environments Research, 6(2), 199-220. doi: 10.1023/a:1024995120180

Hakkarainen, K. (2003b). Progressive inquiry in a computer-supported biology class. Journal of Research in Science Teaching, 40(10), 1072-1088. doi: 10.1002/tea.10121

Hakkarainen, K. (2004). Pursuit of explanation within a computer-supported classroom. International Journal of Science Education, 26(8), 979-996. doi: 10.1080/1468181032000354

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Hakkarainen, K. (2009a). A knowledge-practice perspective on technology-mediated learning. International Journal of Computer-Supported Collaborative Learning, 4(2), 213-231. doi: 10.1007/s11412-009-9064-x

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