SIKB · The Development of Students' Identities as Knowledge Builders
Horizon 2020 — Marie Skłodowska-Curie Actions
- Duration
- 2018-09-01 → 2020-08-31
- EU contribution
- €177,320
- Participants
- 2
- Scheme
- MSCA-IF
Lines connect the coordinator with its partners.
Results in brief
The Development of Students' Identities as Knowledge Builders
The ubiquity of collaborative knowledge building in all sectors of today’s technology-laden society, including industry, government, and cyber activities, opens new challenges about how to socialize children towards honing contemporary skills, roles and practices. This research addresses the challenge of designing classrooms that encourage students to go beyond acquiring knowledge, and learn to participate in and become members of a culture devoted to expanding the frontiers of knowledge. Advancing students' identities as knowledge builders supports the efforts to make scientific progress, to uphold democratic ideals, creatively innovate, and engage in concerted entrepreneurship. These are the types of citizens that are needed to ensure that the globalized world can address the multitude of challenges it is facing. There are two overall conclusions to this action. The first elucidated the way students' identities as knowledge builders develop and created a set of design principles that educational practitioners can use to best support these developments. The second conclusion was the establishment of a network of European researchers who advance scholarship in partnerships with schools around this topic, share findings, disseminate and best exploit results from ongoing research in this area.
Data: CORDIS, © European Union
Project objective
This fellowship addresses the vital societal and educational challenge of preparing school students to successfully take part in the new knowledge society. The research component will examine students’ identities as knowledge builders as they study human body systems and climate change within fifth-grade classrooms designed as knowledge building communities. The objectives of the research address both theory and practice, aiming to (a) elucidate a conceptual framework on how boys' and girls' identities as knowledge builders grow over time; and (b) impact school implementation by articulating research-based design principles that enhance the development of students’ identities as knowledge builders. By introducing the notion of identity to knowledge building, I will bring together humanistic psychology and the learning sciences, leading to interdisciplinary advancements and practical knowledge about how to design sustainable learning communities using collaborative learning technologies. The outgoing and incoming phases of this fellowship entail close mentoring with two outstanding researchers, both of whom are directors of prestigious national research centres, to serve as supervisors. Together with formal training activities, the engagement of the supervisors in educational innovation created through research-practice partnerships will provide me with an ideal environment for my research goals to actualize. Aided by six short visits during the course of the fellowship with leading international scholars on knowledge building communities, I will create a consortium for European researcher-practice partnerships focused on implementing knowledge building communities, making a vital contribution to the 'Innovation Union'. Altogether, this fellowship will develop my career as an international leader in learning community research and design aiming to address a key societal and educational challenge of the innovation age.
Original text from CORDIS.
Participants
- UNIVERSITY OF HAIFA · HaifaCoordinatorIsrael
- THE STATE UNIVERSITY OF NEW YORK · Albany NyUnited States
Links
Data: CORDIS, © European Union