This book arises from research conducted through Singapore's National
Institute of Education on such topics as integrating knowledge building
pedagogies into Singaporean classrooms, with both students and teachers
across school levels, from primary schools to high schools.
Additionally, international scholars contribute research on theories of
knowledge creation, methodological foundations of research on knowledge
creation, knowledge creation pedagogies in classrooms and knowledge
creation work involving educators. The book is organized in two
sections. Section A focuses on theoretical, technological and
methodological issues, where sources of justification for claims are
predominantly theories and extant literature, although empirical
evidence is used extensively in one chapter. Section B reports knowledge
creation practices in schools, with teachers, students or both; the key
sources of justification for claims are predominantly empirical evidence
and narratives of experience The editor asserts that schools should
focus on developing students' capacity and disposition in knowledge
creation work; at the same time, leaders and teachers alike should
continue to develop their professional knowledge as a community. In the
knowledge building vernacular, the chapters are knowledge artifacts -
artifacts that not only document the findings of the editors and
authors, but that also mediate future advancement in this area of
research work. The ultimate aim of the book is to inspire new ideas, and
to illuminate the path for researchers of similar interest in knowledge
creation in education.
