Final Thoughts: Is There Really a RP, and Does It Matter?

This book has been about the progressive research programme (RP) into learning science. A key argument is hat a good deal of research undertaken in Science Education over several decades can profitably be considered as a RP in the sense of Lakatos (1970). It is further suggested that this is a progressive programme, and so one that educational researchers can rationally associate themselves with.

Throughout this book project I have been aware that this could be seen as purely an academic exercise, one of showing that by careful selection of material it is possible to demonstrate that much Science Education research can be shown to fit a Lakatosian model. It is certainly true that some of the research I would see as fitting within the RP would not be considered part of the RP (at least not this one that I have characterised) by the researchers concerned. Some, but not all, of the researchers might accept the ‘constructivist’ label: but that in itself offers little guarantee that the individuals concerned would all feel that they are part of the same common enterprise! Some of the material I would happily assign to ‘this’ RP would almost certainly be seen by its originators as being parts of continuing traditions of work that are alternatives to, and even prior to, the ‘constructivist’ bandwagon.