In this paper, we contend that what to teach about scientific reasoning has been bedeviled
by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive …

In this article, we argue for a new rationale for the science curriculum that is more coherent
and more useful than the crosscutting concepts of the Next Generation Science Standards …

American science education has faltered, from just about everyone's perspective. American
students rank near or at the bottom in international surveys of science achievement. Science …

In this paper, we examine the goals and methods of science education from the standpoint
of recent trends in the philosophy of science. Specifically, we consider the implications for …

This article explores the relation between how scientific knowledge is created and the
reasoning involved in learning content with understanding. Although an asserted parallel …

Expectations of the outcomes of education in the 21st century increasingly focus on higher
order thinking of synthesis, analysis and evaluation. Yet school science education is still …

What is a teacher to do when confronted with a student who says “I understand that theory
(eg, evolution), but I don't believe it”? The purpose of this article is to provide a rationale for …

Our focus is on the effects that dated ideas about the nature of science (NOS) have on
curriculum, instruction and assessments. First we examine historical developments in …

Cognitive psychology's descriptions of an individual's knowledge resemble those
philosophers' offer of scientific theory. Both offer resources for conceptual change teaching …

Scientific explanation plays a central role in science education reform documents, including
the Benchmarks for Science Literacy, the National Science Education Standards, and the …