ABSTRACT
Over the last three decades there has been a major shift in the way that science educators have come to view the status of scientific knowledge. This shift was largely inspired by the theoretical work of philosophers of science such as Lakatos (1970), Popper (1972) and Feyerabend (1975). These scholars argued that knowledge is not discovered but rather constructed within communities of like-minded people. Consequently, scientific knowledge depends for its warrants and truth claims on the socially constructed knowledge of particular communities of scientists.
