Can Children Really Create Knowledge?

Autor/inn/en	Bereiter, Carl; Scardamalia, Marlene
Titel	Can Children Really Create Knowledge?
Quelle	In: Canadian Journal of Learning and Technology, 36 (2010) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Children; Knowledge Level; Concept Formation; Elementary School Students; Theories; Problem Solving; Cognitive Processes; Web Sites; Computer Uses in Education; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Wissensbasis; Concept learning; Begriffsbildung; Theory; Theorie; Problemlösen; Cognitive process; Kognitiver Prozess; Web-Design; Computernutzung
Abstract	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. (Contains 2 endnotes.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10