We Need to Rethink Scientific Training
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https://doi.org/10.15451/ec2026-01-15-01-1-3Abstract
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.
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Copyright (c) 2026 Ulysses Albuquerque
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