Scientists use judgment in deciding what and how much data to present in publications but science degrees rarely address this issue. Instead, scientific knowledge is presented as certain and students have limited opportunities to use their own judgment in the laboratory. A consequence of this may be that students approach science with a moral…

Science educators have long been concerned with how formal schooling contributes to learners' capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of…

The purpose of this experiment was to compare an inquiry-oriented Biological Sciences Curriculum Study (BSCS) style laboratory approach with a more directive traditional approach on student outcomes in the cognitive and affective domains of learning at two private, midwestern liberal arts colleges. Intact laboratory sections of students enrolled…