Seng Chee Tan, Ph.D., is the Head of the Learning Sciences and Technologies academic group of the National Institute of Education, Nanyang Technological University, Singapore (LST, NIE). His research interests include computer-supported collaborative learning and knowledge creation in education. He has conducted several intervention projects in Singapore classrooms using knowledge building pedagogy and has been working on building teachers’ community for knowledge creation among teachers. Dr. Hyo-Jeong So is currently affiliated to the department of Creative IT Engineering at Pohang University of Science & Technology (POSTECH), Korea. Previously, she was working with LST, NIE. Her research interests include computer-supported collaborative learning (CSCL), mobile learning, and human-computer interaction (HCI). In Singapore, she conducted research projects on knowledge building in primary and secondary school contexts and explored the pedagogical and technological design of pervasive knowledge building accessible to a wide range of students.Jennifer Yeo is an Assistant Professor at the National Institute of Education (Singapore). Prior to joining NIE, Jennifer taught physics and English in Victoria School for eight years. She was the subject head of audio and visual department and then of physics. As she embarked on the Master of Arts in instructional design and technologies and Ph.D, she assisted in various research projects related to the use of technologies in teaching and learning. Jennifer's research interest is in understanding how people learn science. Her earlier studies looked at students’ sense-making in problem-based learning and knowledge building environments. Her current research focuses on the role of representations in students’ construction of scientific explanation and argumentation.

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• FORWARD.- 1. Introduction.- SECTION A: THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR KNOWLEDGE CREATION.- 2. Perspectives of Knowledge Creation and Implications for Education.-3. Knowledge Building and Knowledge Creation: One Concept, Two Hills to Climb.- 4. Trialogical Approach for Knowledge Creation.- 5. Harnessing Emerging Technologies to Build the Next Generation of Knowledge Creation Platform for School Students.- 6. Statistical Discourse Analysis of Online Discussions: Informal Cognition, Social Metacognition and Knowledge Creation.- 7. Creating Knowledge - Commentary on Section A.- SECTION B: KNOWLEDGE CREATION PEDAGOGIES IN PRACTICE.- 8. Designing the Situation for Pervasive Knowledge Building: Future School Experiences.- 9. From Problem-based Learning to Knowledge Creation.- 10. Knowledge Creation in the Mangle of Practice: Implications for Educators.- 11. Developing Student-Centred Teaching Beliefs through Knowledge Building among Prospective.- 12. Conceptual Shifts Within Problem Spaces for Knowledge Building Practice Within a Teacher Community.- 13. Knowledge Building Pedagogy and Teachers’ Technological Pedagogical Content Knowledge.- 14. Teacher Learning in a Professional Learning Team: Of Contradictions and Action Possibilities.- 15. Reflection and Commentary on Knowledge Creation in Practice.- CONCLUSION.- 16. Knowledge Creation in Singapore Schools: Our Journey and Ways Forward.

Seng Chee Tan, Ph.D., is the Head of the Learning Sciences and Technologies academic group of the National Institute of Education, Nanyang Technological University, Singapore (LST, NIE). His research interests include computer-supported collaborative learning and knowledge creation in education. He has conducted several intervention projects in Singapore classrooms using knowledge building pedagogy and has been working on building teachers’ community for knowledge creation among teachers. Dr. Hyo-Jeong So is currently affiliated to the department of Creative IT Engineering at Pohang University of Science & Technology (POSTECH), Korea. Previously, she was working with LST, NIE. Her research interests include computer-supported collaborative learning (CSCL), mobile learning, and human-computer interaction (HCI). In Singapore, she conducted research projects on knowledge building in primary and secondary school contexts and explored the pedagogical and technological design of pervasive knowledge building accessible to a wide range of students.Jennifer Yeo is an Assistant Professor at the National Institute of Education (Singapore). Prior to joining NIE, Jennifer taught physics and English in Victoria School for eight years. She was the subject head of audio and visual department and then of physics. As she embarked on the Master of Arts in instructional design and technologies and Ph.D, she assisted in various research projects related to the use of technologies in teaching and learning. Jennifer's research interest is in understanding how people learn science. Her earlier studies looked at students’ sense-making in problem-based learning and knowledge building environments. Her current research focuses on the role of representations in students’ construction of scientific explanation and argumentation.

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• FORWARD.- 1. Introduction.- SECTION A: THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR KNOWLEDGE CREATION.- 2. Perspectives of Knowledge Creation and Implications for Education.-3. Knowledge Building and Knowledge Creation: One Concept, Two Hills to Climb.- 4. Trialogical Approach for Knowledge Creation.- 5. Harnessing Emerging Technologies to Build the Next Generation of Knowledge Creation Platform for School Students.- 6. Statistical Discourse Analysis of Online Discussions: Informal Cognition, Social Metacognition and Knowledge Creation.- 7. Creating Knowledge - Commentary on Section A.- SECTION B: KNOWLEDGE CREATION PEDAGOGIES IN PRACTICE.- 8. Designing the Situation for Pervasive Knowledge Building: Future School Experiences.- 9. From Problem-based Learning to Knowledge Creation.- 10. Knowledge Creation in the Mangle of Practice: Implications for Educators.- 11. Developing Student-Centred Teaching Beliefs through Knowledge Building among Prospective.- 12. Conceptual Shifts Within Problem Spaces for Knowledge Building Practice Within a Teacher Community.- 13. Knowledge Building Pedagogy and Teachers’ Technological Pedagogical Content Knowledge.- 14. Teacher Learning in a Professional Learning Team: Of Contradictions and Action Possibilities.- 15. Reflection and Commentary on Knowledge Creation in Practice.- CONCLUSION.- 16. Knowledge Creation in Singapore Schools: Our Journey and Ways Forward.

Seng Chee Tan, Ph.D., is the Head of the Learning Sciences and Technologies academic group of the National Institute of Education, Nanyang Technological University, Singapore (LST, NIE). His research interests include computer-supported collaborative learning and knowledge creation in education. He has conducted several intervention projects in Singapore classrooms using knowledge building pedagogy and has been working on building teachers’ community for knowledge creation among teachers. Dr. Hyo-Jeong So is currently affiliated to the department of Creative IT Engineering at Pohang University of Science & Technology (POSTECH), Korea. Previously, she was working with LST, NIE. Her research interests include computer-supported collaborative learning (CSCL), mobile learning, and human-computer interaction (HCI). In Singapore, she conducted research projects on knowledge building in primary and secondary school contexts and explored the pedagogical and technological design of pervasive knowledge building accessible to a wide range of students.Jennifer Yeo is an Assistant Professor at the National Institute of Education (Singapore). Prior to joining NIE, Jennifer taught physics and English in Victoria School for eight years. She was the subject head of audio and visual department and then of physics. As she embarked on the Master of Arts in instructional design and technologies and Ph.D, she assisted in various research projects related to the use of technologies in teaching and learning. Jennifer's research interest is in understanding how people learn science. Her earlier studies looked at students’ sense-making in problem-based learning and knowledge building environments. Her current research focuses on the role of representations in students’ construction of scientific explanation and argumentation.

Select Guide Rating

• FORWARD.- 1. Introduction.- SECTION A: THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR KNOWLEDGE CREATION.- 2. Perspectives of Knowledge Creation and Implications for Education.-3. Knowledge Building and Knowledge Creation: One Concept, Two Hills to Climb.- 4. Trialogical Approach for Knowledge Creation.- 5. Harnessing Emerging Technologies to Build the Next Generation of Knowledge Creation Platform for School Students.- 6. Statistical Discourse Analysis of Online Discussions: Informal Cognition, Social Metacognition and Knowledge Creation.- 7. Creating Knowledge - Commentary on Section A.- SECTION B: KNOWLEDGE CREATION PEDAGOGIES IN PRACTICE.- 8. Designing the Situation for Pervasive Knowledge Building: Future School Experiences.- 9. From Problem-based Learning to Knowledge Creation.- 10. Knowledge Creation in the Mangle of Practice: Implications for Educators.- 11. Developing Student-Centred Teaching Beliefs through Knowledge Building among Prospective.- 12. Conceptual Shifts Within Problem Spaces for Knowledge Building Practice Within a Teacher Community.- 13. Knowledge Building Pedagogy and Teachers’ Technological Pedagogical Content Knowledge.- 14. Teacher Learning in a Professional Learning Team: Of Contradictions and Action Possibilities.- 15. Reflection and Commentary on Knowledge Creation in Practice.- CONCLUSION.- 16. Knowledge Creation in Singapore Schools: Our Journey and Ways Forward.