ABSTRACT
We have been especially interested in Bell’s work because of its alignment with our own in its linking of science and argument. Characterizing science as argument (Kuhn, 1993) both depicts it in a way that is compatible with the modern philosophy of science and lays important groundwork for conceptualizing what it is that might be important for science education to accomplish. We want students to develop a way of thinking in and about science, whether or not they go on to acquire extensive scientific knowledge. Exactly what this way of thinking is, however, needs better articulation than it has had.
