Abstract
This paper analyzes the role of procedural knowledge in the development of scientific thinking and the formation of teaching staff. Procedural knowledge involves skills and procedures, i.e., how we perform certain activities or tasks. Procedural knowledge, in essence, is application-level competences that are related to practical skills and ,,know-how” in a particular domain. These types of knowledge are essential for the functioning of scientific thinking in complex problem-solving. The article presents the results of a study conducted on a sample of teachers. The study demonstrates that the development-efficiency of scientific thinking among teachers can be facilitated by the exploration of a specially developed training program, focused on the consolidation of declarative knowledge/ competences at the level of knowledge, the systematic involvement of metacognition and the stimulation of procedural competences development at the level of integration.
Published Version
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