My remarks in this chapter take their inspiration from Robert Karplus, who was a
key figure in the curriculum reform movement of the late 1960s and 1970s. His
ideas about how to teach science were not only elegant but came from the heart.
He knew what it felt like ‘not to know’, what it was like to be a beginner. As a
matter of temperament and principle, he knew that not knowing was the chronic
condition not only of a student but of a real scientist. That is what made him a true