Authors: Rory J Glass
Publish Date: 2013/07/10
Volume: 22, Issue: 10, Pages: 2709-2725
Abstract
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
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