In defense of modest goals when teaching about the nature of science

Abstract

This article mentions briefly the long tradition of proposals for including historical and epistemological elements in science programs; it draws attention to some contemporary educational issues that hinge upon interpretations of the nature of science, especially constructivist proposals; it mentions the range of philosophical debate on the merits of constructivism; it examines one goal commonly advanced for teaching about the nature of science and suggests that this can amount to indoctrination; and, finally, it proposes a modest goal for such teaching. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 161–174, 1998.

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