The role of students as passive recipients of a static body of knowledge is no longer relevant today; it must be replaced by one where students are active learners who are capable of examining data, forming hypotheses and constructing knowledge that is tentative and subject to scrutiny.
Our overarching objective based on these three goals was to help our students understand evolution, not as a set of "just so" stories but as a rigorous framework for constructing knowledge that is amenable to testing using generally accepted scientific methods.
From a social-cognitive perspective, questioning amongst peers helped learners to co-construct knowledge, that is, social construction of knowledge which consequently fostered productive discussion (Chin, Brown, & Bruce, 2002).
Exploring the software design, social practices, and collaboration theory that would be needed to support group cognition; collective knowledge that is constructed by small groups online.
Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases.
The leap from science student to scientist involves recognizing that science is a tentative, evolving body of knowledge that is socially constructed and culturally influenced; this is known as The Nature of Science (NOS).
Strategic knowledge mapping enables strategists to explicitly identify, construct and exploit valuable knowledge networks that generate rents from insightfully combining your tacit assets with knowledge that is more structured and diffused.
Building from Ball et al. (2008) construct of mathematical knowledge for teaching, mathematical knowledge for professional development encompasses the specialized content knowledge and pedagogical content knowledge that is required of PD leaders.
He wants knowledge that is utterly indefeasible.
Social representations are forms of knowledge that are socially constructed, including values, ideas and practices, which enable people to orientate themselves in their social world [ 22].
On the other hand, the activity in lateral temporal regions in relation to stimulus-independent conscious experiences could reflect the access to the semantic information and knowledge that are used to construct these thoughts [74], [75].
