ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book provides an approachable introduction to the relevant research on what science thinking is, how it can be taught, and how it can be assessed. It discusses how experts do science, the practices they employ, and the ways they think about science. The book describes how the student views science, the wide gulf between the student and the expert, and how “traditional” teaching can actually reinforce novice views of science and bad practices. It also describes what is meant by the term “science thinking.” The book shows how knowing, doing, and thinking are incorporated into emerging science standards around the world, with a specific focus on the Next Generation Science Standards in the USA. The research on the teaching and learning of science thinking is absolutely clear, and it has become even clearer: teaching thinking is really, really hard.
