Sitaraman Ramakrishnan
Department of Biotechnology, TERI UniversityNew Delhi, India.
Front Psychol. 2017 May 3;8:656. doi: 10.3389/fpsyg.2017.00656. eCollection 2017.
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.
在本文中，我们审视了隐性知识的概念及其对科学教育的影响。我们认为，科学思想的历史以及学习的个人性质意味着，在以新知识、新见解和新理解的产生最为重要的科学领域高等教育中，若能认识到非正规和偶然因素在科学创新与进步中不可削减的作用，将会受益匪浅。
