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Journal of Science Teacher Education

, Volume 19, Issue 1, pp 11–13 | Cite as

Demythologizing or Dehumanizing? A Response to Settlage and the Ideals of Open Inquiry

  • Adam JohnstonEmail author
Article

I read with intrigue and appreciation John Settlage’s recent editorial piece (Settlage 2007) in this journal regarding the notion of mythology and its pertinence to the ideals of open inquiry. Much of what Settlage described gives me pause and a fresh new perspective on curriculum reform and the ideals of science education. Many of the points of his editorial are fascinating to me and, I believe, productive considerations for our field. Knowing that myths are pervasive and unavoidable empowers us to identify them for what they are and prevent them from stalling progress in any given field or endeavor.

I especially appreciate Settlage’s mirror, now turned back upon us to show the discipline its own blemishes. In this case, we see the inconsistencies of advocating the ideals of open inquiry without clear evidence that it supports student learning of science content. As Settlage pointed out, “Adhering to myths can distract our efforts from legitimate problems that are more deserving of...

Notes

Acknowledgements

I am grateful to John Settlage for writing the original piece, no doubt to create discomfort, disagreement, and discussion. I am also grateful to Charlene Czerniak for considering my response in this journal.

References

  1. American Association for the Advancement of Science. (1990). Science for all Americans: Project 2061. New York: Oxford University Press.Google Scholar
  2. Dewey, J. (1910). How we think. Lexington, MA: D. C. Heath.Google Scholar
  3. Rutherford, F. J. (1964). The role of inquiry in science teaching. Journal of Research in Science Teaching, 2, 80–84.CrossRefGoogle Scholar
  4. Settlage, J. (2007). Demythologizing science teacher education: Conquering the false ideal of open inquiry. Journal of Science Teacher Education, 18, 461–467.CrossRefGoogle Scholar
  5. Settlage, J., & Southerland, S. A. (2007). Teaching science to every child: Using culture as a starting point. New York: Taylor & Francis.Google Scholar
  6. Wiggins, G., & McTighe, J. (2001). Understanding by design. Upper Saddle River, NJ: Prentice-Hall.Google Scholar

Copyright information

© Springer Science+Business Media, Inc. 2007

Authors and Affiliations

  1. 1.Department of PhysicsWeber State UniversityOgdenUSA

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