Constraints or Guideposts? Developmental Psychology and Science Education

Abstract

Metz (1995) criticizes “developmentally based” science curricula as inappropriately constraining science instruction to activities that bear little resemblance to authentic scientific inquiry, which she recommends as a more productive model for science education. Here, I reflect on Metz’ recommendations, consider whether research and theory in developmental psychology stand to inform science educators’ pursuit of directions of the sort Metz advocates, and propose a “guideposts “ rather than “constraints “ model of how developmental psychology might inform science educators’ efforts.

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