Can Children Really Create Knowledge?
Carl Bereiter, University of Toronto ; Marlene Scardamalia
CJLT Volume 36, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
Can children genuinely create new knowledge, as opposed to merely carrying out activities that resemble those of mature scientists and innovators? The answer is yes, provided the comparison is not to works of genius but to standards that prevail in ordinary research communities. One important product of knowledge creation is concepts and tools that enable further knowledge creation. This is the kind of knowledge creation of greatest value in childhood education. Examples of it, drawn from elementary school knowledge-building classrooms, are examined to show both the attainability and the authenticity of knowledge creation to enable knowledge creation. It is mainly achieved through students’ theory building, and it is a powerful way of converting declarative knowledge to productive knowledge.
Bereiter, C., Scardamalia, M. & Scardamalia, M. (2010). Can Children Really Create Knowledge?. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 36(1),. Canadian Network for Innovation in Education.
Cited ByView References & Citations Map
Pedagogy for the Connected Science Classroom: Computer Supported Collaborative Science and the Next Generation Science Standards
Brian J. Foley & John M. Reveles, California State University, Northridge, United States
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 4 (December 2014) pp. 401–418
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