As every elementary science teacher knows, children sometimes ask questions that can not easily be answered by science. The "messiness" of these questions may stem from the fact that scientific understanding is often incomplete and ever changing, a situation that can lead students (and the public) to be confused about the information…

In this paper, (a) we present a framework for developing a science content (i.e., science concepts, scientific methods, scientific mindset, and problem-solving strategies for socio-scientific issues) used to design the new Cypriot science curriculum aiming at ensuring a democratic and human society, (b) we use the previous framework to explore the…

This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: "How Can the History and Philosophy of…

Explores qualities of diversity and sharing in the context of science education in light of larger societal goals around public school education. Argues that tensions between competing visions constructs a space in which children actualize fundamentals of a democracy. Presents two stories about children whose additions to elementary science…