ic seeking reliable knowledge to inform individual as well as public policy decisions related to the key socio-scientific issues of our time.
Should we teach the facts about global warming and other subjects like evolution? Absolutely. But we need to teach what we know about these subjects along with the various, specific ways these facts came to be. We need to help students understand the variety of methods and techniques that scientists use to explore the diverse phenomena in the worldthat is, the process of knowledge construction as its actually practiced (in all its localized instances) rather than the facile stereotype of some non-existent, singular scientific method. This aspect of science education is one that has been and continues to be overlooked, and this inconvenient truth is sure to have grave consequences for the future.
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