The Notion of Creating New Knowledge in Science and Mathematics: A Conceptual Critique

Özet

This paper critically examines the contested notion of “creating new knowledge” in science and mathematics education through a conceptual literature review. Drawing on a systematic search of international and South African scholarship, the review integrates philosophical debates, empirical evidence, and thematic discussions on knowledge creation in educational contexts. Three interrelated themes emerged. First, epistemological debates interrogate what qualifies as “new” knowledge, with constructivist traditions emphasizing the learner’s personal construction of meaning, while realist perspectives highlight knowledge as objective and disciplinary. Second, classroom practices such as inquiry-based, problem-based, and project-based learning are discussed as avenues through which learners engage in forms of knowledge creation that, although not groundbreaking in disciplinary terms, are personally and contextually novel. Third, the analysis foregrounds the role of contextual factors, including under-resourced schools, curriculum rigidity, and assessment pressures, which both constrain and open possibilities for fostering creativity and innovation. The findings underline that while students may not generate disciplinary breakthroughs comparable to scientific or mathematical discoveries, they nevertheless construct knowledge that is new, meaningful, and transformative within their own learning trajectories. This has implications for pedagogy: a balanced orientation is required—one that ensures strong foundational knowledge while simultaneously providing opportunities for inquiry, experimentation, and creative engagement. The paper concludes by proposing differentiated pedagogical strategies that encourage critical thinking, innovation, and equitable participation in diverse learning environments.