| Abstract: | The quality of science education is a pervasive concern in educational improvement efforts. This article examines two aspects of science education that have been identified as being of concern: Is the material presented in science classrooms representative of science “as it really is” and, secondly, what is the bearing of notions of “children's science” on curriculum reform? A review of the literature in both areas shows that educational theory has, so far, had little effect on classroom practice. An attempt is made to synthesize contemporary views on the tentative nature of science with a generative model of learning in science in order to establish a common epistemological base which could be used as a template for curriculum reform efforts. |
