[1] Knowledge building may be defined simply as "the creation, testing, and improvement of conceptual artifacts.
[3] Knowledge building refers to the process of creating new cognitive artifacts as a result of common goals, group discussions, and synthesis of ideas.
The theory "encompasses the foundational learning, subskills, and socio-cognitive dynamics pursued in other approaches, along with the additional benefit of movement along the trajectory to mature education".
[4] Knowledge building can be considered as deep constructivism [5] that involves making a collective inquiry into a specific topic, and coming to a deeper understanding through interactive questioning, dialogue, and continuing improvement of ideas.
The teacher becomes a guide, rather than a director, and allows students to take over a significant portion of the responsibility for their own learning, including planning, execution, and evaluation.
Discussion software can enable such an environment, one being Knowledge Forum, which supports many of the prerequisite processes of KB.
Bereiter and colleagues [6] state that Knowledge building projects focus on understanding rather than on accomplishing tasks, and on collaboration rather than on controversy.
Setting children on a KB trajectory is a promising foundation for education in the knowledge age.
All participants, including teachers, stand the call as a natural approach to support their understanding.