Knowledge first, critique later: why it is a mistake for science education to encourage junior students to discuss, challenge and debate scientific knowledge.
In UK educational circles it has long been regarded as a platitude that a good scientific education at school and undergraduate level should aim to teach critical thinking and encourage students to challenge mainstream science, debate scientific issues and express their personal opinions. However, I believe that this strategy is usually mistaken, and that such educational strategies probably do more harm than good. For most students, at most levels, for most of the time; science education should be focused on the inculcation of established knowledge. This is for the simple reason that critique is educationally-counterproductive and scientifically-worthless unless or until underpinned by adequate knowledge and competence. Instead, for the early years of science teaching, the basic assumption ought to be that the student is there to learn science; not to confront science. The basic attitude being taught should be one of humility before the science being studied.
Charlton
Bruce G
BG
D003479:Curriculum; D007722:Health Knowledge, Attitudes, Practice; D012586:Science / Q000193:education*; D013663:Teaching; D006113:United Kingdom