Carl Bereiter | |
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| Born | 1930 (age 92–93) Wisconsin, U.S. |
| Education | Wisconsin University |
| Known for | Research in knowledge building |
| Title | Education Researcher |
Carl Edward Bereiter (born 1930) is an American education researcher, professor emeritus at the Ontario Institute for Studies in Education, University of Toronto known for his research into knowledge building.
He was born and raised in Wisconsin and entered Wisconsin University, where he was awarded B.A. in 1951, M.A. in 1952 and a Ph.D in 1959.
In 1961 he was appointed Assistant Professor at the University of Illinois, before moving his current position as Professor at the Ontario Institute for Studies in Education. Since 1996 he is also held the position of Co-Director, Programs and Research, Education Commons. [1]
He was awarded a Guggenheim Fellowship in 1967. [2]
His areas of research are:
Carl Bereiter is one of the pioneers of Computer supported collaborative learning (CSCL). In collaboration with Marlene Scardamalia, he introduced and developed the theory of "knowledge building". He is one of the main researchers of Computer Supported Intentional Learning Environments (CSILE), the first networked system for collaborative learning. [3] The second generation of product was renamed Knowledge Forum.
Bereiter is one of the founders and leading researchers of the Institute for Knowledge Innovation and Technology, (IKIT). [4] His educational contributions, along with those of Ludwig Wittgenstein, Martin Heidegger, Jean Piaget, Lev Vygotsky, Michel Foucault, Howard Gardner, and others, are profiled in Fifty Modern Thinkers on Education. [5]
He became well known for a 1966 proposal cowritten with Siegfried Engelmann on the persistent gap between inner city and middle class children in educational achievement that appeared in Teaching Disadvantaged Children in the Preschool. [6] This position came to be called the cultural deficit hypothesis. This provoked a response by William Labov encapsulated in a much reprinted paper called "The logic of non-standard English." [7] that argued that cultural and linguistic difference rather than deficit lay behind much of the gap. Bereiter has claimed that he was misread by his critics.
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Early childhood education (ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children from birth up to the age of eight. Traditionally, this is up to the equivalent of third grade. ECE is described as an important period in child development.
Fle3 is a Web-based learning environment or virtual learning environment. More precisely Fle3 is server software for computer supported collaborative learning (CSCL).
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
The Knowledge Building (KB) theory was created and developed by Carl Bereiter and Marlene Scardamalia for describing what a community of learners needs to accomplish in order to create knowledge. The theory addresses the need to educate people for the knowledge age society, in which knowledge and innovation are pervasive.
LEGO SERIOUS PLAY is a facilitation methodology developed at The Lego Group. Since 2010 it is available under an open source community-based model. Its goal is improving creative thinking and communication. People build with Lego bricks 3-dimensional models of their ideas and tell stories about their models. Hence the name "serious play".
The knowledge divide is the gap between those who can find, create, manage, process, and disseminate information or knowledge, and those who are impaired in this process. According to a 2005 UNESCO World Report, the rise in the 21st century of a global information society has resulted in the emergence of knowledge as a valuable resource, increasingly determining who has access to power and profit. The rapid dissemination of information on a potentially global scale as a result of new information media and the globally uneven ability to assimilate knowledge and information has resulted in potentially expanding gaps in knowledge between individuals and nations. The digital divide is an extension of the knowledge divide, dividing people who have access to the internet and those who do not. The knowledge divide also represents the inequalities of knowledge among different identities, including but not limited to race, economic status, and gender.
Knowledge Forum is an educational software designed to help and support knowledge building communities. Previously, the product was called Computer Supported Intentional Learning Environments (CSILE). It was designed for a short period of time by York University and continued at the Ontario Institute for Studies in Education, University of Toronto, to support knowledge building pedagogies, practices and research designated in this area. In 1983, CSILE was prototyped in a university course and in 1986 it was used for the first time in an elementary school, as a full version. CSILE was considered the first networked system designed for collaborative learning. The main contributors were Marlene Scardamalia and Carl Bereiter.
Marlene Scardamalia is an education researcher, professor at the Ontario Institute for Studies in Education, University of Toronto.
A Knowledge Building Community (KBC) is a community in which the primary goal is knowledge creation rather than the construction of specific products or the completion of tasks. This notion is fundamental in Knowledge building theory. If knowledge is not realized for a community then we do not have knowledge building. Examples of KBCs are
Linda Marie Harasim, is a "leading teacher, scholar and speaker on the theories and practices of online education, contributing knowledge, technologies, and practices to the field of technology-enabled learning," is a pioneer leading theorist of online education. She is a professor emerita in the School of Communication at Simon Fraser University (SFU) in Vancouver, British Columbia, Canada. Her six books and hundreds of articles about Computer-supported collaborative learning have been acknowledged as seminal works in the field.
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their own knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem solving skills.
Direct Instruction (DI) is a term for the explicit teaching of a skill-set using lectures or demonstrations of the material to students. A particular subset of direct instruction, denoted by capitalization as Direct Instruction, refers to a specific example of the approach developed by Siegfried Engelmann and Wesley C. Becker. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussion, recitation, seminars, workshops, observation, active learning, practicum, or internships. Model includes "I do" (instructor), "We do", "You do".
Progressive inquiry is a pedagogical model which aims at facilitating the same kind of productive knowledge practices of working with knowledge in education that characterize scientific research communities. It is developed by Professor Kai Hakkarainen and his colleagues in the University of Helsinki as a pedagogical and epistemological framework to support teachers and students in organizing their activities for facilitating expert-like working with knowledge.
Siegfried "Zig" Engelmann was an American educationalist who co-developed the approach to instruction termed "Direct Instruction" (DI). Engelmann was Professor Emeritus of Education at the University of Oregon and Director of the National Institute for Direct Instruction. He wrote more than 100 curricula using DI principles and numerous other books and articles.
One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain educational goals." Other authors including David Boud describe peer learning as a way of moving beyond independent to interdependent or mutual learning among peers. In this context, it can be compared to the practices that go by the name cooperative learning. However, other contemporary views on peer learning relax the constraints, and position "peer-to-peer learning" as a mode of "learning for everyone, by everyone, about almost anything." Whether it takes place in a formal or informal learning context, in small groups or online, peer learning manifests aspects of self-organization that are mostly absent from pedagogical models of teaching and learning.
Horizontal and vertical décalage are terms coined by developmental psychologist Jean Piaget, which he used to describe the four stages in Piaget's theory of cognitive development: sensorimotor, preoperational, concrete operations, and formal operations. According to Piaget, horizontal and vertical décalage generally occur during the concrete operations stage of development.
The National Academy of Education (NAEd) is a nonprofit, non-governmental organization in the United States that advances high-quality research to improve education policy and practice. Founded in 1965, the NAEd currently consists of over 300 elected regular members, international associates, and emeriti. Members and international associates are elected based on the outstanding scholarship related to education and provide pro-bono service on committees that provide advice to policymakers and practitioners on pressing issues in education. In addition, Academy members and other scholars are also deeply engaged in NAEd’s professional development programs focused on preparing the next generation of education researchers. Since 1986, NAEd has administered the NAEd/Spencer Postdoctoral Fellowship Program, and since 2011, NAEd has administered the NAEd/Spencer Dissertation Fellowship Program, both funded by The Spencer Foundation.
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