[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598523-105":59,"doc-detail-598523-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","can-children-really-create-knowledge","Can Children Really Create Knowledge?","","The article investigates whether children can genuinely create new public knowledge, rather than performing school activities that only resemble scientists’ work. The argument affirms knowledge creation when compared to ordinary research-community standards, emphasizing that valuable outputs include concepts and tools that enable further creation. 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Many publications are recognized as contributions even without Nobel-level genius.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598523,1792211065,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Can Children Really Create Knowledge? Les enfants peuvent-ils créer du savoir ?  \nCarl Bereiter and Marlene Scardamalia  \nAuthors  \nCarl Bereiter, Professor Emeritus, Institute for Knowledge Innovation and Technology, OISE, University of Toronto. Correspondence regarding this article can be sent to:  \ncarl.bereiter@utoronto.ca.  \nMarlene Scardamalia, Presidents' Chair in Education and Knowledge Technologies, Director, Institute for Knowledge Innovation and Technology, OISE, University of Toronto.  \nAbstract  \nCan 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.  \nRésumé  \nLes enfants peuvent-­‐ils créer une nouvelle connaissance, plutôt que de mener des activités qui s’apparentent à celles des scientifiques et des inventeurs d’expérience ? Laréponse est oui, à condition que la comparaison ne se fasse pas avec des travaux effectués par des génies, mais avec des normes prévalant dans la plupart des communautés de recherche. Un des produits importants de la création de la connaissance est l’élaboration de concepts et d’outils qui permettent une création de la connaissance plus poussée. Voilà le type de création de connaissance possédant la plus grande valeur dans l’éducation d’un enfant. Des exemples, tirés de classes du primaire en coélaboration de connaissances, sont examinés pour démontrer la possibilité d’atteindre de tels résultats, ainsi que l’authenticité du processus conduisant à la création du savoir. Ces objectifs sont principalement atteints grâce à une construction théorique provenant des élèves. Il s’agit là d’une manière puissante de passer d’une connaissance déclarative à une connaissance productive.  \nIn many publications spread over two decades, we have argued for and showed examples of knowledge building—or its synonym, knowledge creation—by elementary school students. Articles in this special issue of the Canadian Journal of Learning and Technology, provide a variety of other examples. Yet even sympathetic commentators have questioned whether what we are talking about is really knowledge creation. School students, they will say, do not produce knowledge new to the world. Although it may be new to them, it is at best an approximation to the knowledge of experts in the subject. But what does it mean to really create knowledge? In this article we try to examine more deeply what it means for students to create public knowledge. This is an important issue not only for childhood education but for education up to adulthood, for it is only at advanced graduate levels that students are normally expected to make a “contribution to knowledge.” Does genuine knowledge creation have to wait that long? Does existing knowledge have to be mastered before students can venture into knowledge innovations themselves? Knowledge Building, as an educational approach, is based on the premise that genuine knowledge creation does not have to wait. A core principle of Knowledge Building (see “A Brief History of Knowledge Building,” present issue) is “Real ideas, authentic problems.” Real ideas are ideas that originate from the participants, not copied ideas; and authentic problems are problems whose solution makes a contribution to community knowledge, not problems whose only value is in the learning ","cbCaigFKlLszUEAz","https://ap.wps.com/l/cbCaigFKlLszUEAz","pdf",183766,15,"English","# Introduction\n## Knowledge creation vs. learning\n# Criteria for genuine knowledge creation\n## Standards and contributions to knowledge\n# Real ideas and authentic problems\n## Principles for applying knowledge building to children","[{\"question\":\"What does the article mean by “create public knowledge” for students?\",\"answer\":\"It focuses on producing knowledge that contributes to community understanding, not merely learning classroom tasks. The notion is tied to ideas originating from participants and solutions that add value to community knowledge.\"},{\"question\":\"How does the article distinguish knowledge creation from ordinary learning?\",\"answer\":\"It clarifies that meaningful learning always involves cognitive construction, but knowledge creation refers to productive, work-like efforts that advance a knowledge frontier. Children may learn yet not necessarily create knowledge.\"},{\"question\":\"What standard should be used to judge whether children’s knowledge creation is genuine?\",\"answer\":\"The article proposes that the standard should not be stricter than the criteria used to credit doctoral dissertations or journal articles as contributions to knowledge. Many publications are recognized as contributions even without Nobel-level genius.\"}]","Can Children Really Create Knowledge? | PDF",1792087089,38]