chapter
Theoretical underpinnings
Pages 4

In contrast to the approach of Smith (1999) and others, we conceptualize school

science and workplace science as different forms of the discipline. Our argument

depends on making some distinctions about science. These distinctions are driven

by our commitment to developing instruction that will help students learn in the

workplace. Part of this commitment is played out in recognizing that the instruc-

tion needs to be metacognitive, that is, focused on the reasons for the actions as

well as the actions, and that it should strive to make the implicit explicit (Munby et

al. 2002). Accordingly, when we ask about the implicit character of science in the

workplace, we are compelled to explore differences among the science of the work-

place, the science of school, and theoretical and experimental science.