The term "implicit knowledge" encompasses a variety of subfields, including but not limited to experiential knowledge, tacit knowledge, and accidental learning paradigms. This article explores the concept of implicit knowledge and its perceived importance in the process of learning. The concept of tacit knowledge holds significant importance in the development of research aimed at investigating student cognition and comprehension in the field of chemistry, as well as in the analysis and application of research outcomes in educational settings. Literature on cognition argues that most knowledge, which individuals utilize when evaluating their environment and executing decisions is not available to conscious reflection. As a result, scholars in the realm of chemistry education must explore alternative methods to elicit tacit knowledge, which holds significant ramifications for their research endeavors. Hence, it is crucial to consider that the outcomes of numerous chemistry-related investigations, which document the conceptions of students, may reflect cognitive processes that rely on tacit knowledge to some extent. The differentiation between implicit and explicit information is paramount in understanding the cognitive process of learning chemistry, as the former operates subconsciously without conscious effort.
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Madeleine Wang Yue Dong
Madeleine Wang Yue Dong
Guanghua School of Management, Haidian District, Beijing, China.
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Madeleine Wang Yue Dong, “The Importance of Implicit Knowledge in Chemistry Teaching and Learning”, Journal of Enterprise and Business Intelligence, vol.3, no.4, pp. 213-223, October 2023. doi: 10.53759/5181/JEBI202303021.
