Abstract
There is a growing belief that the teaching of science should place greater emphasis on the acquisition of transferable skills, and less on rote learning, than has hitherto been common practice. How precisely to do this is the problem. These two elements of learning—facts and skills—need not be seen in opposition and, as examples drawn from a recent Open University course demonstrate, both forms of learning might be achieved through appropriately constructed text. The success or failure of such an approach will depend, in part, on effectively countering the widely held perception that learning science is synonomous solely with learning facts.
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