Examines two areas of contention that exist within modern science curricula. One arises in trying to present the structure of a modern scientific theory, the other is encountered in attempting to include scientific methodology within the curriculum. Argues that the difficulty in reconciling these tensions has been underestimated. (DDR)

Examines the rise of the general science course and its implications for the reform of secondary science education. Concludes that while recent reforms emphasize the personal and social character of science and the use of the scientific method, they will not necessarily make students more scientifically literate or train them to think about…

Discusses the inherent flaws in considering and using the epistemology of the natural sciences as equivalent to a pedagogic basis for teaching and learning in the natural sciences. Discusses the difference between practicing science and learning to practice science. Concludes with the presentation of three new motives for the use of laboratory…