There is an increasingly rich body of developmental research on children's understanding of science and religion as ways of knowing. In this manuscript, I put this scholarship in conversation with applied research on science education and consider the potential implications for exposing children to instruction that addresses the relationship…

Cultural context is not the sole source of human knowledge. Postmodern theory, in both its deconstructionist and affirmative approaches, offers an incomplete basis by which to study race, class, and gender, and undermines ethical interaction. Deconstructionism calls for the abandonment of generalizable research findings, asserting that the concept…

Two important developments have occurred in the field of history education that have had important implications for elementary school teachers. First, our understanding of history as a discipline reflects a new understanding about the nature and purpose of history teaching. Second, we have a better understanding of the cognitive capacities of…