ERIC Number: EJ1039675
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: 65
Tacit Beginnings towards a Model of Scientific Thinking
Glass, Rory J.
Science & Education, v22 n10 p2709-2725 Oct 2013
The purpose of this paper is to provide an examination of the role tacit knowledge plays in understanding, and to provide a model to make such knowledge identifiable. To do this I first consider the needs of society, the ubiquity of information in our world and the future demands of the science classroom. I propose the use of more implicit or tacit understandings as foundational elements for the development of student knowledge. To justify this proposition I consider a wide range of philosophical and psychological perspectives on knowledge. Then develop a Model of Scientific Knowledge, based in large part on a similar model created by Paul Ernest ("Social constructivism as a philosophy of mathematics," SUNY Press, Albany, NY, 1998a; "Situated cognition and the learning of mathematics," University of Oxford Department of Educational Studies, Oxford, 1998b). Finally, I consider the work that has been done by those in fields beyond education and the ways in which tacit knowledge can be used as a starting point for knowledge building.
Descriptors: Knowledge Level, Comprehension, Science Education, Models, STEM Education, Scientific Principles, Philosophy
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A