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Dr Michael Tan publishes a paper on improving the quality of epistemic knowledge in science education
Dr Michael Tan, Education Research Scientist at Office of Education Research (OER), has published a paper titled “Learning to become ignorant: Improving the quality of epistemic knowledge in science education”. The paper examines a different approach to science education by shifting the goals of communicating information from the instructor to the student. It suggests appreciating that one’s knowledge is limited in practice as there is no one who possess arbitrarily perfect knowledge. The key to this approach requires a renewed understanding about the role of material investigations by providing partial knowledge. The paper also argues that embracing the limits of our knowledge and implementing a more open-handed approach may serve as a better epistemic orientation for science instruction.
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