ABSTRACT
The fundamental aspect of “doing science” is using evidence to build theories, models, and mechanisms that explain the natural world. Use of evidence and explanations are the basis of scientific understanding and of scientific inquiry. However, as Laudan (1981) points out, some initial scientific theories have been misguided or outright wrong (for example catastrophic geology, caloric theory of heat, and vital force theory of physiology). In spite of these “scientific failures,” societies still persist in lauding scientific knowledge and scientific inquiry as the gold standard for understanding nature and solving problems. Thagard (2007) posits that truth and explanatory coherence are achieved through complementary processes in which theories broaden and deepen over time by accounting for new facts and providing explanations of why the theory works. We argue that the general features of theory articulation and refinement, as well as theory broadening and deepening, are the basis for both “doing science” and “learning science.” As specified in the National Research Council’s research summary report Taking Science to School (TSTS) (NRC, 2007) the basis for a sound science education is dependent on learners’ progress across four interwoven strands of proficiency:
1. Know, use, and interpret scientific explanation of the natural world. 2. Generate and evaluate scientific evidence and explanations. 3. Understand the nature and development of scientific knowledge. 4. Participate productively in scientific practices and discourse.
