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| Autore principale: | |
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| Natura: | Recurso digital |
| Lingua: | inglese |
| Pubblicazione: |
Zenodo
2025
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| Soggetti: | |
| Accesso online: | https://doi.org/10.5281/zenodo.18059233 |
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Sommario:
- <p>This paper explores the often-unspoken academic convention of “reluctance to assert” in modern science, focusing on physics as a representative discipline. While cautious language and conditional claims play a crucial role in ensuring rigor, reproducibility, and objectivity, these conventions are rarely explained explicitly to learners.</p> <p>As a result, students and early-stage researchers may misinterpret methodological caution as a restriction on thinking itself, leading to confusion, loss of intuition, and reduced intellectual engagement. Rather than criticizing scientific rigor, this paper analyzes how such conventions function both as methodological safeguards and as potential educational barriers.</p> <p>By examining the gap between expert practice and novice perception, this work argues for the explicit teaching of academic conventions as conventions. Making these norms visible can help learners distinguish between necessary scientific caution and unjustified self-censorship, ultimately supporting a more accessible and intellectually inviting form of science education.</p>