摘要：Over a series of influential publications, the philosopher of science, Karl Popper, developed an account of how scientific knowledge grows. This article explores the use of Popper’s account, referred to here as the Objective Knowledge Growth Framework (OKGF), in order to guide the growth of professional knowledge among a group of pre-service teachers. The evidence from the study shows that this method of critical self-learning does facilitate a useful trajectory for professional knowledge growth.
