Radical Pedagogy (2013)
Volume 10 Issue 2
“Not Knowing” as a Pedagogic Strategy in the Sciences
Simon Brown School of Human Life Sciences
University of Tasmania
Tasmania, Australia E-mail: Simon.Brown@utas.edu.au
The body of scientific knowledge is growing extraordinarily rapidly, which places a considerable burden on both student and teacher. In most science classrooms the focus is on content and the practice of science is relatively neglected. In particular, discussion, analysis and reflection are not often considered despite the central place such skills have in the practice of science. Here I consider a strategy of “not knowing” that helps to establish an environment in which students can collaborate on the exploration of problems and develop critical skills that are not usually taught. In so doing, there is little or no compromise on content, but intellectual value is added.
Keywords: dialogue, practice of science, questioning, science teaching