On the Tacit Aspects of Science Pedagogy in Higher Education
In this article, we examine the concept of tacit knowledge and its implications for science education. We suggest that the history of scientific ideas and the personal nature of learning imply that higher education in scientific fields, wherein the generation of new knowledge, insights and understan...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2017-05-01
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| Series: | Frontiers in Psychology |
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| Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00656/full |
| _version_ | 1818022349174210560 |
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| author | Ramakrishnan Sitaraman |
| author_facet | Ramakrishnan Sitaraman |
| author_sort | Ramakrishnan Sitaraman |
| collection | DOAJ |
| description | In this article, we examine the concept of tacit knowledge and its implications for science education. We suggest that the history of scientific ideas and the personal nature of learning imply that higher education in scientific fields, wherein the generation of new knowledge, insights and understanding is paramount, would greatly benefit by acknowledging the irreducible role of the non-formal and the incidental in scientific innovation and advances. |
| first_indexed | 2024-04-14T08:30:19Z |
| format | Article |
| id | doaj.art-b2471f5c9a08409593cc5bdfd3fe3ad0 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-14T08:30:19Z |
| publishDate | 2017-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-b2471f5c9a08409593cc5bdfd3fe3ad02022-12-22T02:03:56ZengFrontiers Media S.A.Frontiers in Psychology1664-10782017-05-01810.3389/fpsyg.2017.00656260356On the Tacit Aspects of Science Pedagogy in Higher EducationRamakrishnan SitaramanIn this article, we examine the concept of tacit knowledge and its implications for science education. We suggest that the history of scientific ideas and the personal nature of learning imply that higher education in scientific fields, wherein the generation of new knowledge, insights and understanding is paramount, would greatly benefit by acknowledging the irreducible role of the non-formal and the incidental in scientific innovation and advances.http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00656/fullimplicit knowledgeapprenticeshiphistory of ideasnon-formal learninghistory of scienceaffective learning |
| spellingShingle | Ramakrishnan Sitaraman On the Tacit Aspects of Science Pedagogy in Higher Education Frontiers in Psychology implicit knowledge apprenticeship history of ideas non-formal learning history of science affective learning |
| title | On the Tacit Aspects of Science Pedagogy in Higher Education |
| title_full | On the Tacit Aspects of Science Pedagogy in Higher Education |
| title_fullStr | On the Tacit Aspects of Science Pedagogy in Higher Education |
| title_full_unstemmed | On the Tacit Aspects of Science Pedagogy in Higher Education |
| title_short | On the Tacit Aspects of Science Pedagogy in Higher Education |
| title_sort | on the tacit aspects of science pedagogy in higher education |
| topic | implicit knowledge apprenticeship history of ideas non-formal learning history of science affective learning |
| url | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00656/full |
| work_keys_str_mv | AT ramakrishnansitaraman onthetacitaspectsofsciencepedagogyinhighereducation |