In my last post, I tried to prove that science practicals were not the best way for students to learn new scientific content. I want to try and look at the generalised skills of enquiry and analysis that they supposedly promote – the ability to think scientifically.
First off it is important to note that there is a huge debate raging about “knowledge” and “skills.” It’s messy and complicated. Some easy initial reading can be found here and here (£).
Terminology aside though, the consistent picture from the field of cognitive science is that generic, transferable skills do not exist, or at…
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