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How Hands-On Implicitly Informs “What Counts” as Science

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Part of the book series: Explorations of Educational Purpose ((EXEP,volume 23))

Abstract

To ask the question “what counts as science,” we need to examine the norms, values, and cultural scripts that animate our answers. What sorts of history, authority, and schemata influence our assumptions about science learning and teaching? This chapter attempts to unpack seemingly commonsense answers to this question. We argue that underlying popular and academic assumptions about “what counts” as science is the cultural script of “hands-on.”

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Acknowledgements

This chapter describes work conducted as part of the Center for Informal Learning and Schools, supported in part by the National Science Foundation (Grant ESI-ESI-0119787). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

Author information

Authors and Affiliations

  1. Cornell Lab of Ornithology, Cornell University, Ithaca, NY, USA

    Rhiannon Crain

  2. ECHO Lake Aquarium and Science Center, Burlington, VT, USA

    Molly Loomis

  3. University of California, Santa Cruz, Santa Cruz, CA, USA

    Rodney T. Ogawa

Authors
  1. Rhiannon Crain
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  2. Molly Loomis
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  3. Rodney T. Ogawa
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Corresponding author

Correspondence to Rhiannon Crain .

Editor information

Editors and Affiliations

  1. Exploratorium, Lyon Street 3601, San Francisco, 94123, California, USA

    Bronwyn Bevan

  2. College of Education, University of Washington, Miller Hall 312F, Seattle, 98195-3600, Washington, USA

    Philip Bell

  3. Northwestern University, Campus Drive, Walter Annenberg Hall, room 319 2120, Evanston, 60208-0001, Illinois, USA

    Reed Stevens

  4. College of Education, University of Illinois, Chicago, M/C 147 W. Harrison St. 1040, Chicago, 60607, Illinois, USA

    Aria Razfar

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Crain, R., Loomis, M., Ogawa, R.T. (2013). How Hands-On Implicitly Informs “What Counts” as Science. In: Bevan, B., Bell, P., Stevens, R., Razfar, A. (eds) LOST Opportunities. Explorations of Educational Purpose, vol 23. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4304-5_18

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