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Science & Technology Education Library VOLUME 37 SERIES EDITOR Dana Zeidler, University of South Florida, Tampa, USA

FOUNDING EDITOR Ken Tobin, City University of New York, USA

EDITORIAL BOARD Fouad Abd El Khalick, University of Illinois at Urbana-Champaign, USA Marrisa Rollnick, University of the Witwatersrand, Johannesburg, South Africa Svein Sjøberg, University of Oslo, Norway David Treagust, Curtin University of Technology, Perth, Australia Larry Yore, University of Victoria, British Columbia, Canada HsingChi von Bergmann, University of Calgary, Canada

SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science and technology education. It aims to publish innovative books which are at the forefront of the field. Monographs as well as collections of papers will be published.

For other titles published in this series, go to www.springer.com/series/6512

Keith S. Taber

Progressing Science Education Constructing the Scientific Research Programme into the Contingent Nature of Learning Science

Keith S. Taber Faculty of Education University of Cambridge UK

ISSN 1572-5987 ISBN: 978-90-481-2430-5 e-ISBN: 978-90-481-2431-2 DOI: 10.1007/978-90-481-2431-2 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2009928772 © Springer Science+Business Media, LLC 2009 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)

Acknowledgments

Although none of the chapters included here have been published before, I obviously draw upon ideas discussed in earlier work. In particular, I owe a debt of thanks to Eric Scerri who suggested I might write something defending constructivism in Science Education for the interdisciplinary journal Foundations of Chemistry, where he was editor. My response to that request coincided with a shift in the publisher’s policy that meant that my submission was accepted on the proviso that I cut it down to about a third of its original length. The published version (Taber, 2006b) focused on responding to key criticisms of constructivism, which is the basis of Chapter 5 of this work. I am also thankful to the editors of the review journal, Studies in Science Education (Jim Donnelly and Phil Scott), for responding positively to my suggestion that I might