Despite the many assumptions that usually surround the importance of science education for scientific practice, scholarship on the history of subject has been scattered and usually undertaken en route to other pursuits. In this research, I aim to bring to…

Descripción completa.

Can children genuinely create new knowledge, as opposed to merely carrying out activities that resemble those of mature scientists and innovators? The answer is yes, provided the comparison is not to works of genius but to standards that prevail in…

En este trabajo se establece un acercamiento conceptual entre el constructo deconstrucción desde la perspectiva del desaprendizaje y la teoría de la equilibración de Piaget como marcos explicativos acerca de la construcción de conocimiento en el sujeto. Primeramente, se presenta…

The purpose of the study was to investigate whether teachers’ knowledge of student assessment was influenced by their gender and if it was related to their teaching experience (years in education). One hundred and twenty six physical education teachers (n=126)…

The Knowledge Society Network (KSN) “takes advantage of new knowledge media to maximize and democratize society’s knowledge-creating capacity” (www.ikit.org/KSN). This article synthesizes the principles and designs of this network which were initiated over 15 years ago, and presents an exploratory…

La presente investigación tuvo como objetivo la búsqueda de modelos que
facilitaran el reconocimiento de patrones de comportamiento de usuarios en un sitio web.
El caso de estudio se enmarcó en el Módulo de Departamentos de la página de Control

Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of…

Gilbert Ryle (1949) divided knowledge into “know that” and “know how”, which is neatly appealing to many design and technology educators, and like many writers on developing the curriculum, Kahney (1993) made a distinction between declarative knowledge:

verbal knowledge,…

Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring…