Within physics education research (PER), inductive teaching strategies (e.g., inquiry-based teaching) have long been a goal. Yet others do not seem to be convinced that consensus exists with respect to the goals of physics education and identify three possible goals as: (1) to teach practical, factual knowledge, (2) to develop deep understandings of fundamental principles, and (3) to promote appreciation and use of scientific methods. Of course these three goals are not mutually exclusive, and many in the science education research community argue that developing an understanding of the nature of science (NOS) to be a worthy goal as well.