簡易檢索 / 詳目顯示

研究生: 康雅菁
Kang, Ya-Chin
論文名稱: 維基百科社群知識建構歷程之研究─社會建構主義觀點
The Study of Knowledge Construction Process in Wikipedia Community: the Perspective of Social Constructivism
指導教授: 方崇雄
Fang, Chung-Hsiung
學位類別: 博士
Doctor
系所名稱: 科技應用與人力資源發展學系
Department of Technology Application and Human Resource Development
論文出版年: 2009
畢業學年度: 97
語文別: 中文
論文頁數: 236
中文關鍵詞: 知識建構歷程社會建構主義維基百科社群
英文關鍵詞: knowledge construction process, social constructivism, wikipedia community
論文種類: 學術論文
相關次數: 點閱:733下載:24
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究目的為探討維基百科社群共同建構知識之歷程及各作法程序內涵;維基百科社群知識建構歷程中之溝通與互動模式;維基百科社群知識建構之影響因素及支持系統等相關構面。藉由社會建構主義之哲學觀點,以紮根理論作為質性研究之分析方法,透過相關文件之資料蒐集,並與維基百科社群成員進行深度訪談,將文本資料以ATLAS.ti 5.2質性研究分析軟體進行資料整理,獲致研究結果。
    研究之結論包含下列六點:一、在社會建構理論之觀點下,維基百科社群知識建構歷程包含探索、引導、建構、澄清、反思、互動匯談、重新建構及擴散影響等八項步驟。二、維基百科實際運作編寫知識內容之程序包含二十四項作法。三、維基百科社群知識建構歷程之溝通模式包括八項內涵。四、維基百科社群知識建構歷程之互動模式包含人與系統的互動以及人與人的互動等兩種類型。五、維基百科社群知識建構之影響因素包含促進因素及障礙因素等兩部分。六、維基百科社群知識建構的支持系統包含社群編輯活動的支援,及社群互動跨文化的支援。本研究依據研究結論,提出具體建議供本研究及進一步研究參考。

    The purposes of this research were to explore the process of collaborative knowledge construction, the communication and interactive model, and the influential factors and supporting system of Wikipedia community. Based on the perspective of social constructivism, the grounded theory was applied to interpret the qualitative data which were collected by in-depth interview of Wikipedia community members. The text data were analyzed by ATLAS.ti 5.2 software package and the result were obtained.
    There were six conclusions of this study: first, in the perspective of social constructivism, the processes of Wikipedia community knowledge construction were exploration, guidance, construction, clarification, reflection, colloquium, reconstruction, and diffusion. Second, the Wikipedia authors’ technical edit procedures were searching article, bringing motivation, collecting information, referencing guideline, conducting article title, trying compilation, conducting outlines, writing content, participating in community, causing problem, promoting interpretation, solving problem, continuing revision, following edit history, self-reflecting, analyzing differnence, eliminating discrepancy, accepting opinion, proclaiming consensus, reacting comment, adjusting feedback, propagating concept, transiting experience, preserving knowledge. Third, the contents of communication model were active inquiry, constructive participation, voluntary contribution, solving problem, thorough thinking, mutual identification, and open sharing. Fourth, the contents of interaction model were awareness, construction, and reflection of the human-system interaction; and sharing discussion, identifying commentary and positive problem solving of the interpersonal interaction. Fifth, the advance influential factors were four major internal factors including community cohesion, sharing willingness, collaborative drivers, motivation of being senior editor and four major external factors including surport from senior author, fine templetes and sources, editor rewards, history records; and the barriers of influential factors were two internal factors including role confusing between author and director, over arguing among community; and three external factors including the inside knowledge of wiki language, confusing quotaion of category tag, lack of synchronicity. Sixth, the supporting systems were collaboration platform for editing activity support and wording transition system for cross-culture support. According to the conclusions, the research suggestions were addressed to be references of the theory framework and the forward study thoughts.

    誌 謝………………………………………………………… i 中文摘要………………………………………………………… iii 英文摘要………………………………………………………… v 目 錄………………………………………………………… vii 表 次………………………………………………………… xi 圖 次………………………………………………………… xiii 第一章 研究緒論…………………………………………… 1 第一節 研究背景與動機……………………………………… 1 第二節 研究目的……………………………………………… 6 第三節 研究範圍與限制……………………………………… 7 第四節 名詞解釋……………………………………………… 9 第二章 文獻探討……………………………………………… 11 第一節 知識論………………………………………………… 11 壹、知識之意涵………………………………………………… 11 貳、知識論之意義與內涵……………………………………… 15 叁、知識概念之延伸…………………………………………… 17 第二節 建構論………………………………………………… 21 壹、個人建構主義之意涵……………………………………… 21 貳、社會建構主義之意涵……………………………………… 24 第三節 知識建構……………………………………………… 36 壹、知識建構之意涵…………………………………………… 36 貳、建構主義與知識建構……………………………………… 38 第四節 維基百科社群………………………………………… 42 壹、社群之意涵………………………………………………… 42 貳、維基技術之定義及其內涵………………………………… 49 叁、維基百科社群之定義及其內涵…………………………… 52 肆、維基百科社群之集體合作模式…………………………… 55 第五節 維基百科社群與知識建構…………………………… 63 壹、知識建構歷程之意涵……………………………………… 63 貳、網路社群知識建構之意涵………………………………… 64 叁、維基百科社群與知識建構………………………………… 68 第六節 相關研究整理………………………………………… 70 壹、維基百科與知識建構之相關研究………………………… 70 貳、維基百科社群與互動、溝通模式之相關研究…………… 71 叁、維基百科社群與影響因素、支持系統之相關研究……… 74 第三章 研究設計與實施……………………………………… 75 第一節 研究策略……………………………………………… 75 第二節 研究步驟與流程……………………………………… 77 第三節 研究對象……………………………………………… 80 第四節 研究工具……………………………………………… 83 第五節 研究品質……………………………………………… 85 第六節 資料分析……………………………………………… 88 第四章 維基百科之背景架構………………………………… 99 第一節 維基百科之起源……………………………………… 99 第二節 維基百科之運作與發展………………………………103 第三節 維基百科之未來………………………………………115 第五章 維基百科社群知識建構歷程與內涵…………………121 第一節 維基百科社群知識建構之歷程………………………121 第二節 維基百科社群知識建構歷程之意涵…………………128 第三節 本章小結………………………………………………141 第四節 發現與討論……………………………………………148 第六章 維基百科社群知識建構歷程之溝通與互動模式……151 第一節 維基百科社群知識建構歷程之溝通模式……………151 第二節 維基百科社群知識建構歷程之互動模式……………160 第三節 本章小結………………………………………………166 第四節 發現與討論……………………………………………170 第七章 維基百科社群知識建構之影響因素與支持系統……173 第一節 維基百科社群知識建構之促進因素…………………173 第二節 維基百科社群知識建構之障礙因素…………………179 第三節 維基百科社群知識建構之支持系統…………………183 第四節 本章小結………………………………………………186 第五節 發現與討論……………………………………………188 第八章 結論與建議……………………………………………191 第一節 結論……………………………………………………191 第二節 建議……………………………………………………205 第三節 研究者之反思…………………………………………209 參考文獻…………………………………………………………215 一、中文部分……………………………………………………215 二、英文部分……………………………………………………219 三、網頁部分……………………………………………………230 附錄………………………………………………………………231

    一、中文部份
    王美鴻(2003)。從建構主義談圖書資訊學網路學習。圖書館學與資訊科學,29(1),58-64。
    王順民、賴俊帆(2007)。數位學習、網路社群與個人適應:兼論e-learning的人文思索。載於財團法人國家政策研究基金會(主編),國政研究報告(8-15頁)。台北:財團法人國家政策研究基金會。
    方興東、胡泳(2003)。媒體變革的經濟學與社會學─論博客與新媒體的邏輯,現代傳播,12,1-8。
    皮亞傑(1990)。心理學與認識論─一種有關知識的理論。(黃道譯)。台北:結構群。
    米高.奎因.巴頓(1995)。質的評鑑與研究。(吳芝儀、李奉儒譯)。台北:桂冠。
    朱美慧(2000)。我國大專學生個人特性、網路使用行為與網路成癮關係之研究。大葉大學資訊管理研究所碩士論文。
    朱則剛(1994)。建構主義知識論的起源與近代哲學知識論的趨勢。教育工學的發展與派典演化,173-219。台北:師大書院。
    李茂政(2008)。團體傳播與組織傳播。台北:風雲論壇。
    李美枝(1979)。社會心理學。台北:大洋。
    李暉、郭重吉(1999)。科學話語與科學概念之學習:以國中生理化科學習為例。科學教育,10,3-30。
    林生傳(1998)。建構主義的教學評析。課程與教學季刊,1﹙3﹚,1-14。
    林信成、陳瑩潔及游忠諺(2006)。Wiki協作系統應用於數位典藏之內容加值與知識匯集。教育資料與圖書館學,43(3),285- 307。
    林信成、羅君玉及陳和琴(2006)。虛擬社群的知識分享:比較中文維基百科與Yahoo!奇摩知識+。傳播管理學刊,7(3),127-148。
    吳芝儀(2002)。質的研究方法,建構論及其在教育研究上的應用,中正大學編。高雄:麗文。
    洪嘉培、袁心玫(2001)。虛擬社群經營模式之探討-以優仕網為例,傳播與管理研究,1(1),52-54。
    佛瑞(2007)。知識經濟學。(周宜芳譯)。台北:天下。
    南方朔(2005)。願大家都成為有智慧的群眾,群眾的智慧,8-15,台北:遠流出版。
    施嵐芳(2005)。虛擬社群認同及網路社會支持對主觀幸福感的影響。國立台灣大學心理學研究所碩士論文。
    高敬文(1999)。質化研究方法論。台北:師大書苑。
    陳浙雲、吳財順及潘文忠(2003)。邁向協同教學之路。台北:遠流。
    郭重吉(1992)。從建構主義的觀點探討中小學數理教學的改進。科學發展月刊,20(5),548-570。
    野中郁次郎、竹內弘高(1995)。創新求勝:智價企業論。(楊子江、王美音譯)。台北:遠流。
    黃政傑、林佩璇(1996)。合作學習。台北:五南。
    黃瑞琴(1991)。質的教育研究方法。台北:心理。
    張英陣(2000)。質化研究與社會工作。台北:洪葉。
    張春興(1993)。心理學。台北:三民。
    張朝欽(2007)。淺談電子網路中的集體智慧─以維基百科為例。Sei-Tech Policy Revie,5,86-89。
    張基成、唐宣蔚(2000)。架構於全球資訊網上的知識分散式網路學習社群。遠距教育季刊,13/14,18-37。
    張基成、唐宣蔚(2001a)。大學網路學習社群評鑑與效果分析之研究。隔空教育論叢,13,23-41。
    張基成、唐宣蔚(2001b)。建構大學網路學習社群之經驗及相關問題研究。第五屆全球華人學習科技研討會暨第十屆國際電腦輔助教學研討會。5th Global Chinese Conference on Computers in Education,國立中央大學。
    張耿豪(2008)。部落格知識分享之影響因素:社會認知理論與社會交換理論整合之觀點。國立中正大學資訊管理研究所碩士論文。
    維高斯基(2001)。教室中的維高斯基—仲介模式的讀寫教學與評量。(谷瑞勉譯)。台北:心理。
    萬榮水、梁瑞文(2007)。虛擬社群之衡量與影響因素之探討。出版與管理研究,3,1-38。
    詹宏志(2007)。引自維基經濟學。台北:商智。
    詹志禹(2005)。討論法融入大學統計教學之行動研究。當代教育研究,13(4),167-208。
    錢永祥(1995)。社群關係與自我之構成:對沈岱爾社群主義論證的檢討。載於中央研究院中山人文社會科學研究所(主編),政治社群(297-314頁)。台北:中央研究院。
    楊懿麗(2001)。語言學習的環境與機制:也談國小英語教學。英語教學,26(1),15-27。
    甄曉蘭(2000)。批判俗民誌及其在教育研究上的應用。載於中正大學教育研究所主編:質的研究方法,369-393。高雄:麗文。
    甄曉蘭、曾志華(1997)。建構教學理念的興起與應用。國民教育研究所學報,3,179-208。
    勤業管理顧問公司(2000)。知識管理的第一本書。台北:商周。
    劉光瑩(2007)。維基百科背後的力量:一個互助論的觀點。國立政治大學新聞研究所論士論文。
    蔡敏玲、陳正乾(1997)。社會中的心智:高層次心理過程的發展。台北:心理。
    蔡珮(1995)。電子布告欄使用行為與社會臨場感研究--以台大計中BBS 站為例。國立交通大學傳播研究所碩士論文。
    歐陽教(1970)。教育哲學的哲學。今日教育,17,15-22。
    戴文波、普賽克(1999)。知識管理:企業組織如何有效運用知識。(胡瑋珊譯)。台北:中國生產力中心。
    簡淑真(1998)。建構論及其在幼兒教育上的應用。課程與教學季刊,3,61-80。
    蕭月穗(2005)。自然科教師在成長團體中建構主義教學知識之建構。中等教育,56(4),46-65。
    蕭銘鈞(1998)。台灣大學生網路使用行為、使用動機、滿足程度與網路成癮現象之初探。國立交通大學傳播研究所碩士論文。
    關永中(2000)。知識論─古典思潮。台北:五南。
    臧國仁(1998)。消息來源組織與媒介真實之建構─組織文化與組織框架的觀點,廣告學研究,11,69-116。
    鄭惠珍及陳雪華(2004)。知識組織方法探討-從人工智慧、認知心理學、語言學與圖書館學角度論之,圖書館學與資訊科學,30(1), 26-40。
    蘇芬媛(1996)。網路虛擬社區的形成MUD之初探性研究。國立交通大學傳播新聞研究所碩士論文。
    魏子豪(2008)。影響虛擬社群內知識分享因素之研究-以使用維基系統的虛擬社群為例。國立成功大學資訊管理研究所碩士論文。
    盧希鵬、謝清佳(1998)。網際網路之競爭優勢因果模式與國內企業認知之實證研究。行政院國家科學委員會專題研究成果報告,未出版。

    二、英文部分
    Abram, S. (2005). Web 2.0 – Huh?! Library 2.0, Librarian 2.0. Information Outlook. 9(12), 44–45.
    Anderson, J. D. (1996). Organization of knowledge, in: Feather, John & Sturges Paul (Eds.): International encyclopedia of information and library science, London & New York: Routledge, 336-353.
    Bantel, K. & Jackson, S. (1989). Top Management and Innovations in Banking: Does the Composition of the Top Team Make a Difference, Strategic Management Journal, 10, 107-124.
    Barsky, E. (2006). Introducing Web 2.0: weblogs and podcasting for health librarians. Journal of the Canadian Health Libraries Association. 27, 33-34.
    Berge, Z., & Collins, M. (1995). Computer Mediated Communication and the Online Classroom, New Jersey: Hampton,.
    Blackler, F. (1993). Knowledge and the Theory of organizations: Organizations as activity systems and the reframing of management. Journal of Management Studies, 30(6), 863-884.
    Blanchard, A. (2004). Blogs as Virtual Communities: Identifying a Sense of Community in the Julie/Julia Project. Retrieved October 1, 2004, from http://blog.lib.umn.edu/blogosphere/blogs_as_virtual.html
    Bonder, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Educational,63(10), 873-878.
    Bonora & Revang. (1991). A Strategic Framework for Analyzing Professional Service Firms-Development Strategies for Sustained Performance. Strategic Management Society Inter-organizational Conference, Toronto, Canada.
    Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition of learning. Educational Researcher, 18, 32-42.
    Brown, J.S., & Duguid, P. (2001). Structure and spontaneity: Knowledge and organization, In Nonaka, I., & Teece, D.J. (Eds.), Managing Industrial Knowledge: Creation, Transfer and Utilization (pp.44-67). London: Sage.
    Bruner, J. S. (1985). Models of the learners. Educational Researcher, 14(6), 5-8.
    Burr, V. (1995). An introduction to social constructionism. New York: Routledge.
    Byam, N. K. (1998). The emergence of on-line community. In S. G. Jones (Ed.), Cybersociety 2.0: Revising computer communication and community, 35-68. Thousand Oaks, CA: Sage.
    Chiesa, V., & Barbeschi, M. (1994). Technology Strategy in Competence-Based competition, In Hamel,Gary, and Heene, A.(ed.), Competence-based competition (pp. 293-315). New York: John Wiley and Sons.
    Cobb, P. (1991). Where is the mind? A coordination of sociocultural and cognitive constructivist perspectives. In C.
    Cobern, W. W. (1993). Contextual constructivism: The impact of culture on the learning and teaching of science. In K. G. Tobin (Ed.), Constructivist perspectives on science and mathematics education (pp.231-245). Washington, DC: American Association for the Advancement of Science.
    Cohen, M. D., and Bacdayan, P. (1990). Organizational Routines Are Stored as Procedural Memory: Evidence from a Laboratory Study, Organization Science, 5(4), 554-568.
    Cunningham, W. (2001). The Wiki way: quick collaboration on the Web, Year of Publication.
    Denzin, N. (1978). The research act : A theoretical introduction to sociological methods. New York: McGraw-Hill.
    DeVries, et al. (2002). Developing constructivist early childhood curriculum: practical principles and activities. Teachers College Press: New York.
    Dixon, N. M. (2000). Common knowledge: how companies thrive by sharing what they know. Harvard Business School Press.
    Driver, R. & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
    Drucker, P. (1993). The Post-Capitalism. NY: Harper & Row Publishers.
    Ellis, D. G. & Fisher, B. A, (1994). Small Group Decision Making Communication and Group Process (4th ed), New York: McGraw-Hill, Inc.
    Engstrom, M. E. & Jewett, D. (2005). Collaborative Learning the Wiki Way. TechTrends, 49(6), 12-16.
    Fairclough, and Norman. (1992). Discourse and social change. Cambridge, UK, MA: Polity Press.
    Ferrier, J. F. (1854). Institutes of metaphysic: the theory of knowing and being. Edinburgh: W. Blackwood.
    Feuerstein, R. (1990). The Theory of Structural Modifiability. In Learning and Thinking Styles: Classroom Interaction. Washington, DC: National Education Association.
    Figallo, C. (1998). Hosting Web Communities: Building Relationships, Increasing Customer Loyalty, and Maintaining a Competitive Edge, John Wiley & Sons.
    Fosnot, C. T. (2005). Constructivism: theory, perspectives and practice. 2nd edition. Teachers college: Columbia University.
    Gergen, K. J. (1985). The social constructionist movement in modem psychology. American Psychologist, 40, 266-275.
    Goodyear, P. (1995). Situated action and distributed knowledge: A JITOL perspective on EPSS, Innovations in Education and Training International, 32 (1), 45-55.
    Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries, Educational Communications and Technology Journal, 29, 75-92.
    Hagel III, J., & Armstrong, A. G. (1997). Net gain: Expanding markets through virtual communities. McKinsey & Company.
    Hamel,G., & Prahalad,C. K. (1993). Strategy as stretch and leverage, Harvard Business Review, 71(2), 75-84.
    Hedlund, G. (1994). A model of knowledge management and the N-form corporation, Strategic management journal, 15, 73-90.
    Helleloid, D., & Simonin,B. (1994). Organizational Learning and a Firm's Core Competence, In Hamel, Gary, and Heene, A.(ed.), Competence-Based Competition, New York: John Wiley & Sons, 213-240.
    Helmstadter, E. (2003). The Institutional Economics of Knowledge Sharing: Basic Issues. In E.Helmstadter (Ed.), The Economics of Knowledge Sharing: A New Institutional Approach ,11-38. M.A.: Edward Elgar.
    Hirst, P. H. (1993). Education, knowledge, and practices. In R. Barrow & P.White (Eds.), Beyond liberal education: Essays in honour of Paul H. & Hirst (pp.184-199). London: Routledge.
    Hoisl1, B., Aigner, W. & Miksch, S. (2007). Social Rewarding in Wiki Systems – Motivating the Community. Springer Berlin / Heidelberg, Online Communities and Social Computing, 4564, 362-371.
    Johnson, D. W., & Johnson, F. P. (1996). Joining Together: Group theory and group Skills, Boston: Allyn & Bacon,
    Kneller, G. F. (1965). Art and Science of Creativity, International Thomson Publishing.
    Kogut, B., & Zander, U. (1993). Knowledge of the Firm and the Evolutionary Theory of the Multinational Corporation, Journal of International Business Studies, 4,625-643.
    Koshman, S. (1993). Categorization and classification revisited: a review of concept in library science and cognitive psychology, Current Studies in Librarianshi.
    Lakhani, K. R., & von Hippel, E. (2003). How Open Source Software Works: Free User-to-User Assistance. Research Policy, 32, 923-943.
    Lamb, A. & Johnson, L. (2007). An information skills workout: wikis and collaborative writing. Teacher Librarian, 34(5), 57-59.
    Lamb, B. (2004). Wide open source: Wikis, ready or not. EDUCAUSE Review, 39(5), 36-48.
    Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation, New York: Cambridge University Press.
    Lemos, N. (2007). An introduction to the theory of knowledge. Cambridge university press.
    Long, S. A. (2006). Exploring the wiki world: the new face of collaboration. New Library World, 107(3/4), 157-159.
    Mattison, D. (2003). Quickiwiki, Swiki, Twiki, Zwiki and the Plone wars: Wiki as a PIM and collaborative content tool, Searcher, 11(4), 32-48.
    Maxwell, J. (1996) Qualitative Research Design: An interactive approach, London: Sage.
    Nahapiet, J. & Ghoshal, S. (1998). Social Capital, Intellectual Capital, and the Organizational Advantage, Academy of Management Review, 23(2), 242-266.
    Nonaka, I. (1994). A Dynamic Theory of Organizational Knowledge Creation, Organization Science, 5(1), 14-37.
    Nonaka, I. & Takeuchi, H. (1995). The knowledge-creating company. Oxford University Press.
    OECD. (1996).The knowledge-based economy.
    O’Reilly, T. (2005). What is web 2.0? Design patterns and business models for the next generation of software. Retrieved November 20, 2006 from: http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/ what-is-web-20.html.
    Pentzold, C. & Eidenglanz, S. (2006). Foucault@Wiki: first steps towards a conceptual framework for the analysis of Wiki discourses, International Symposium on Wikis archive, Proceedings of the 2006 international symposium on Wikis, 59-68. ACM New York, NY, USA.
    Piaget, J. (1970). Main trends in psychology. London: George Allen & Unwin.
    Polanyi, M. (1962/2000). The republic of science: Its political and economic Theory. Minerva, 38(1), 1-21.
    Polanyi, M. (1967). The tacit dimension. University press.
    Porter, C. E. (2004). A typology of virtual communities: A multi-disciplinary foundation for future research. Journal of Computer Mediated Communication, 10 (1). Retrieved June 28, 2005 from http://jcmc.indiana.edu/vol10/issue1/porter.html
    Posner, G. J. et al. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66(2), 211-227.
    Ramakrishnan, R. Baptist, A. Ercegovac, V. Hanselman, M. Kabra, N. Marathe, A. & Shaft, U. (2004). Mass collaboration: a case study [customer support system]. Database Engineering and Applications Symposium, 2004. IDEAS '04. Proceedings. International, 133- 146.
    Rheingold, H. (1993). Virtual Community : Homesteading on the Electronic Frontier, Reading, Mass.: Addison-Wesley.
    Richards, T. J. & Richards, L. (1994). Using computers in qualitative research, in Denzin, N.K., Lincoln, Y.S. (Eds), Handbook of Qualitative Research, Sage, Thousand Oaks, CA, 445-62.
    Richardson, M. & Domingos, P. (2003). Building large knowledge bases by mass collaboration. International conference on knowledge capture.
    Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
    Romm, C., Plisjin, N. & Clarke, R. (1997). Virtual communities and society: Toward and integrative three phase model, International Journal of Information Management, 17(4), 261-270.
    Rubén, R. R. (2007). Liberating Epistemology: Wikipedia and the Social Construction of Knowledge, Religious Studies and Theology, 26(2), 173-201.
    Russell, B. (1910). Knowledge by Acquaintance and Knowledge by Description. PAS New Series.
    Ryle, G. (1971). The thinking of thoughts: what is “Le Penseur” doing?, London: Hutchinson.
    Sarvary & Milkos. (1999). Knowledge management and competition in the consulting industry, California management review, 41, 95-107.
    Satija, M. P. (1998). Classification : some fundamentals, some myths, some realities. Knowledge Organization, 25(1), 2-32.
    Scheffler, I. (1966). Conditions of knowledge : an introduction to epistemology and education. Chicago : Scott, Foresman.
    Sigel, A. (2002). Topic Maps in Knowledge Organization. In: Park, J., Hunting, S. (eds.): XML Topic Maps: Creating and Using Topic Maps for the Web. Addison-Wesley Professional, Boston, 383-476.
    Solomon, J. (1994). The rise and fall of constructivism, Studies in Science Education, 70(5), 583-604.
    Steffe, L. P. (1991). The Constructivist Teaching Experiment: Illustrations and Implications, In E. Von Glasersfeld (Eds.), Radical Constructivism in Mathematics Education, The Netherlands: Kluwer Academic Publishers.
    Steffe, L. P., & Gale, J. (Eds.)(1995). Constructivism in education. New Jersey: Lawrence Erlbaum.
    Surowiecki, J. (2005). The wisdom of crowds. Random House Inc.
    Tapscott, D., Lowy, A. & Ticoll, D. (1998). Blueprint to the Digital Economy: creating wealth in the era of E-business, McGraw-Hill.
    Tapscott, D. & Williams, A. D. (2006). Wikinomics: how mass collaboration changes everything. Penguin Group Inc.
    Taylor, P. C. S. (1994). Private communication. London:Routledge.
    Thoeny P. (2000). Corporate Collaboration with TWiki, Web Techniques Magazine, Retrieved October 1, 2008, from http://www.webtechniques.com/archives/2000/12/thoeny/
    Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
    Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT press.
    von Glasersfeld, E. (1984). An introduction to radical constructivism. In P. Watzlawick (Ed), The invented reality. New York: Norton.
    von Glasersfeld, E. (1990). An exposition of constructivism: Why some like it radical. In R. B. Davis, C. A.
    von Glasersfeld, E. (1995). A constructivist approach to teaching. In Leslie P. Steffe & Jerry Gale (Eds), Constructivism in education, 3-16. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
    von Glasersfeld, E. (1996). Introduction: Aspects of constructivism. In C. T. Fosnot (Ed), Constructivism: theory, perspectives, and practice. New York: Teachers College, Columbia University.
    Wellman, B., & Gulia, M. (1999). Net surfers don't ride alone: Virtual communities as communities. Retrieved September 24, 2004, from http://www.chass.utoronto.ca/~wellman/publications/netsurfers/netsurfers.pdf
    Wenger, E. C. & Snyder, W. M. (2000). Communities of practice: The organizational frontier, Harvard Business Review, 78(1), 139-145.
    Wenger, E., McDermott, W. & Snyder, W. M. (2002). Cultivating communities of practice: a guide to managing knowledge. Harvard Business School Press.
    Wetherell, M. (2001). Themes in Discourse Analysis: The Case of Diana In M. Wetherell, S. Taylor & S. J. Yates (Eds.), Discourse Theory and Practice - A Reader. London: Sage.
    White R. (2004). Discourse analysis and social constructionism. NurseResearcher, 12(2), 7-16.
    Winer, M. & Ray, K. (1994). Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey. Amherst H. Wilder Foundation.
    Witkin, H. A., Goodenough, D. R., & Karp, S. A. (1967). Stability of Cognitive Style from Childhood to Young Adulthood, Journal of Personality and Social Psychology, 7( 3), 291-300.
    Wood, D. (1991). Learning, problem solving and tutoring: Learning from computer-based systems. Paper to the London Conference of the British Psychological Society. Dec 19-20th, Intitute of Education, London.
    Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
    Wood, D. J., & Middleton, D. J. (1975). A Study of assisted problem solving. British Journal of Psychology, 66, 181-191.
    Yin, R. K. (1984). Case Study Research: design and methods. Newbury Park, CA: Sage.

    三、網頁部分
    http://zh.wikipedia.org/wiki/Wikipedia ,搜尋日期:2009/2/25。

    下載圖示
    QR CODE