Scientific argumentation and explanation are essential practices of science that have been highlighted as equally important for K-12 science education. However, as Osborne and Patterson (2011) have recently argued, both the term "argument" and "explanation" have multiple, overlapping, meanings, and uses in science education. In this article, the…

In "For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson," Berland and McNeill seek to argue that there is an overlap between these two discourse acts such that, in the welter of classroom life, it is difficult to make the distinction. Indeed, in their article Jonathan Osborne and Alexis Patterson did…

We often knowingly teach false science. Such a practice conflicts with a prima facie pedagogical value placed on teaching only what is true. I argue that only a partial dissolution of the conflict is possible: the proper aim of instruction in science is not to provide an armory of facts about what things the world contains, how they interact, and…

Perhaps, we are at the fork in the road when it is imperative that we consider whether the pursuit of pluralism in science education is a worthwhile endeavor in light of recent educational reforms that seem to decorate the true aim of education. The "decorated landscapes" of educational reform concentrate on economic growth and do little to…

In this paper we propose the construct of discursive identity as a way to examine student discourse. We drew from the work of Gee (2001, Review of Research in Education, 25, 99-125) and Nasir and Saxe (2003, Educational Researcher, 32(5), 14-18) to consider the multiple contexts and developmental timescales of student discursive identity…

Endorses John L. Rudolph's argument that the time spent on "the nature of science as a thing-in-itself" is less than the time spent "seeking greater consensus about what social function we wish our image of science to serve". Focuses on Dewey's and Schwab's ideas to discuss the function and practice of science education. (Contains 14 references.)…

Responds to Jim Garrison regarding his views on school science epistemology. Argues that the goal of science education is to "convey some understanding of scientific practice as it occurs in the everyday world in which we live." (Author/YDS)

Introduces the idea of usability as a guiding principle for the successful design of sustainable and scalable science curricula. Presents a framework for examining usability in school contexts. (Author/SOE)

Discusses reliability, validity, and rigor in qualitative educational research and the need for replacing validity and reliability with a concept that values human affairs as the purpose of research. (Contains 28 references.) (YDS)

Comments on another article in this issue and supports its approach to curriculum framing. (Author/MM)

Seeks to address concerns Shiland raised in a prior article published in Science Education 1998, 82(5), 615-617 regarding the National Science Education Standards (NSES). Discusses the failures of NSES and the consequences related to the cognitive abilities of teachers and students. (Contains 20 references.) (Author/YDS)

Comments in response to Pushkin's critique published in Science Education 2002, 86(2), p161-166 and reviews three aspects of the atheoretical nature of the National Science Education Standards (NSES) from the 1998 article in light of Pushkin's comments. (Author/YDS)

Describes some features in the changing landscape of activities intended to improve both quality and access in science, mathematics, engineering, and technology (SMET) undergraduate education. Offers a framework for discussion of historical change endeavors as an aid in considering next steps. (Author/MM)

Addresses the question in science education; "What is the nature of science?" and proposes that vital qualities of science are best illuminated by just the opposite process: by appreciating the uncommon, rather than common, features. Argues that by attending to individual variation, we are more likely to understand what makes science a creative…

Focuses on whether (and if so to what extent) a multicultural approach to science education is compatible with a universalist conception of science. Concludes that the most defensible conception of science education is one in which it is conceived to be both multicultural and universal. (Author/MM)