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課程說明
誠摯邀請您參與知識創新 (Knowledge Building, KB) 教師跨國培訓課程(第二期)！這項寶貴的課程，同樣由美國常春藤名校賓州大學 (University of Pennsylvania, Upenn) 全額贊助，每位學員將獲得 500 美元的課程費用補助。只要您是受推薦的老師，並成功完成課程且達到指定標準，即可榮獲 Upenn 教育學院 (Graduate School of Education) 頒發的修業證書，證明您在知識創新領域的專業成就。
本課程將持續透過跨領域整合 SDGs (永續發展目標) 的教案設計專案實作，引導您深入理解知識創新的理論精髓，並學習如何將這些理論有效轉化為實際教學應用。期待與您一同踏上這趟專為培養未來「知識創新教師」(KB Teacher) 所設計的專業成長旅程，共同為教育創新貢獻心力！
課程目標
本課程希望能讓教師在接受培訓後，都能成為具有知識創新思維(KB mindset)的知識創新教師(KB teacher)，並幫助教師在未來能逐步發展「調適型」的專業知能(adaptive teaching expertise)。培訓中會透過各種有助於瞭解KB原則的反思(minds-on)活動，與各種有助於應用KB原則在SDGs議題導向的教案設計(hands-on)活動，提供機會幫助教師開始養成以下的各種相關教學與設計能力：
設計思惟與能力：能夠應用設計思惟去思考有效教學活動、引導策略、與工具輔助於教案設計中。
對知識創新理論與對SDGs的瞭解：培養教師具有知識創新教育相關理論的認知，與探索SDGs議題的相關知識。
創意發想與合作問題解決能力：能容忍教案設計過程中的各種不確定性，透過與社群成員的合作與對話，一同進行創意發想、合作知識共構、並逐步解決教案設計上的各種困難。
說故事的能力：在教案設計中能夠通過故事形式整合教案中的各個元素，並形成一個可以提昇自主探究動機的完整故事。
科技整合能力：在教案設計中熟練如何融入與整合科技工具和資源與教學活動中。
課程要求(取得Upenn證書至少需要完成以下4項任務) (內容細節同第一期)
課程進度(內容細節同第一期)
社群共享資源
課程資源(影片及投影片專區)
KB Principles: Introduction (Overview)
本週課程初步介紹什麼是原則,為什麼要用原則來引導教學?以及12個原則它背後的一個概念框架.
Principle 1: Epistemic Agency
Students take responsibility for their ideas by determining the learning outcomes, processes and the challenges that accompany. It also means students engage in negotiation and dialogue to fit personal ideas with others.
Principle 2: Real Idea, Authentic Problems
Knowledge problems arise from efforts to understand the world. Ideas produced are as real as things touched and felt. Problems are the ones learners care about - usually very different from textbook problems and puzzles.
Principle 3: Community Knowledge Collective Advancement
Contributions to shared, top-level goals of the organization are prized and rewarded as much as individual achievements. Team members produce ideas of value of others and share responsibility for the overall advancement of knowledge in the community.
Principle 4: Pervasive Knowledge Building
Knowledge building is not confined to particular occasions or subjects but pervades mental life - in and out of school.
Principle 5: Idea Diversity
Just as biodiversity is crucial to the success of an ecosystem, so is idea diversity - including those in stark contrast - to create an environment for ideas to evolve and develop.
Principle 6: Democratizing Knowledge
The creation of knowledge is no longer confined to a few. Instead, all are empowered to create and recognised as valid contributors to advance the knowledge of the community.
Principle 7: Constructive Use of Authoritative Sources
To know a discipline is to be in touch with the present state and growing edge of knowledge in the field. This requires respect and understanding of authoritative sources, combined with a critical stance toward them.
Principle 8: Improvable Ideas
All ideas are treated as improvable. Students work continuously to improve the quality, coherence and utility of ideas. This requires a culture of psychological safety so that people feel safe taking risks - revealing ignorance, voicing half baked notions, giving and receiving criticism.
Principle 9: Symmetric Knowledge Advancement
Expertise is distributed within and between communities. Symmetry in knowledge advancement results from knowledge exchange and from the fact that to give knowledge is to get knowledge.
Principle 10: Embedded Concurrent and Transformative Assessment
Assessment is part of the effort to advance knowledge - it is used to identify problems as the work proceeds and is embedded in the daily workings of the organization. The community engages in its own internal assessment, which is more fine-tuned and rigorous that external assessment, and serves to ensure that the community's work will exceed the expectation of external assessors.
Principle 11: Rise Above
Creative knowledge building entails working toward more inclusive principles and higher-level formulations of problems. It means learning to work with diversity, complexity and messiness, and out of that achieve new syntheses. By moving to higher planes of understanding, knowledge builders transcend trivialities and oversimplification.
Principle 12: Knowledge Building Discourse
The discourse of knowledge building communities results in more than the sharing of knowledge; the knowledge itself is refined and transformed through the discursive practices of the community - practices that have the advancement of knowledge as their explicit goal.
KB Principles: Summary (Ending)
本週課程主要重點在對於這12個原則做進一步的反思，特別是反思原則間有何關係,以及為什麼要用原則來引導教學。
課程補充教材(資源)
張義兵, 2018.05, 知識建構：新教育公平視野下教與學的變革, 出版社：南京師範大學出版社。
洪煌堯, 2022.03, '"想法中心教育"的跨域研究趨勢, ' 人文與社會科學簡訊, Vol.23, No.2, pp.33-39.(*為通訊作者)
陳美如, 曾子沁, & 曾莉婷. (2021). 透過社群協作之知識翻新活動 以促進在職教師碩士論文研究. Journal of Education Research (1680-6360), (324).
曾莉婷, & 陳美如. (2022). 運用知識翻新活動提升學生在能源教育之認知與情意學習. 科學教育學刊, 30(3), 241-265.
蔡以寧;張芷瑄*;薛智暉;洪煌堯, 2025.01, '知識翻新原則引導下的設計思考對學習者設計社群發展的影響, ' 數位學習科技期刊, Vol.17, No.1, pp.71-95.(TSSCI)(*為通訊作者)
Bereiter, C. (1994). Constructivism, Socioculturalism, and Popper's World 3. Educational Researcher, 23(7), 21-23.
Bereiter, C. (2014). Principled practical knowledge: Not a bridge but a ladder. Journal of the Learning Science, 23(1) ,4-17.
Chen, B., & Hong, H. Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2), 266-288.
Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma & K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). New York: W. H. Freeman and Company.
Hong, H.-Y., Scardamalia, M., Richard, M., & Teo, C. L. (2015). Fostering sustained knowledge building among elementary students through principle-guided use of analytical tools. Computers & Education, 89, 91-102.
Hong, H. Y., & Sullivan, F. R. (2009). An idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research and Development, 57(5), 613-627.
Hong, H.-Y., Scardamalia, M., & Zhang, J. (2010). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 36(1).
Hong H.-Y.; Chen M.-J**;Chen Bodong;Guo,C.-Y.;Tseng L.-T., 2025.02, 'Sense of Promisingness: Towards Creative Expertise Through Knowledge-Building Discourse in Online Graduate Education, ' Educational Technology Research & Development,.(SSCI)(*為通訊作者)(本論著未刊登但已被接受)
Huang-Yao Hong; Mei-Ju Chen*;Chih-Hsuan Chang;Li-Ting Tseng;Ching Sing Chai, 2025.01, 'AI-supported idea-developing discourse to foster professional agency within Teacher Communities for STEAM Lesson design in Knowledge Building environment, ' Computers & Education,.(SSCI)(*為通訊作者)(本論著未刊登但已被接受)
Papert, S. (1991). "What's the Big Idea: Towards a Pedagogy of Idea Power." IBM Systems Journal 39(3-4).
Sawyer, R. K. (2004). Creative teaching: collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20.
Scardamalia, Marlene, and Carl Bereiter. "Knowledge building." The Cambridge (2006).
Scardamalia, M., & Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1).
Scardamalia, M., & Bereiter (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118).
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
Schell, J., Ford, K., & Markman, A. Implementing Generative AI in Class: An Evidence-Based Model for Responsible Adoption of Generative AI Chatbot Platforms in Higher Education. In Frontiers in Education (Vol. 10, p. 1604934). Frontiers.
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