Of 'Knowing Science' and of 'Doing Science': A Reaffirmation of the Tacit and the Affective in Science and Science Education.

Woolnough, Brian E.

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Peer reviewed

ERIC Number: EJ640003

Record Type: Journal

Publication Date: 2001

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Of 'Knowing Science' and of 'Doing Science': A Reaffirmation of the Tacit and the Affective in Science and Science Education.

Woolnough, Brian E.

Canadian Journal of Science, Mathematics and Technology Education, v1 n3 p255-70 Jul 2001

Stresses a different non-traditional model of science: the looseness of the knowledge held, the idiosyncratic methods by which it is obtained, and the personal way in which it is used to solve problems. Further stresses the importance of tacit knowledge and the affective driving force. Argues for the inclusion of authentic science in school science. (Author/MM)

Descriptors: Affective Objectives, Humanistic Education, Science Curriculum, Science Instruction, Scientists, Secondary Education

Publication Type: Journal Articles; Reports - Descriptive

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Language: English

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