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Science‐as‐practice and the status of knowledge: A response to Osborne
Author(s) -
Penuel William R.,
Furtak Erin Marie
Publication year - 2019
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.21541
Subject(s) - dilemma , science education , sociology of scientific knowledge , constructivist teaching methods , philosophy of science , mathematics education , pedagogy , sociology , psychology , epistemology , engineering ethics , teaching method , social science , engineering , philosophy
In this response to Osborne's commentary, we clarify the bases for our case for drawing on both scientific studies and learning research to guide current reforms in science education. While acknowledging “the constructivist's dilemma,” we assert the fundamental importance of positioning students as knowledge builders in science classrooms.