The Transformation of Individual and Collective Knowledge in Elementary Science Classrooms That Are Organized as Knowledge-Building Communities.

Conducted a study (n=26) to test descriptions about learning associated with open-ended design projects and to clarify the notion of ownership of resources and practices. Reports that conceptual and material resources were shared among students and that tool-related practices were appropriated as newcomers participated with more competent others in the pursuit of student-framed goals. (28 references) (Author/JRH)