We Need to Rethink Scientific Training
Abstract
Treating scientific literacy as a one-time curricular requirement obscures its cognitive demands and social consequences. Reframing methodology and philosophy of science as recurrent, metacognitive training highlights scientific thinking as a context-dependent way of knowing, essential for navigating complex problems and epistemic pluralism.
Fields of Study & Subjects
Science Education and Pedagogy
Science and Climate Studies
Neuroscience
Education and Cognitive Function
Publication details
- Journal / source
- Ethnobiology and Conservation
- Volume
- 15
- Publication date
- 5 January 2026