The knowledge explosion in science education: Balancing practical and theoretical knowledge

Abstract

In this guest editorial, the editors discuss an article by Harding and Vining (1997) that suggested that the knowledge explosion in science promotes a perception that scientific knowledge is temporary and unreliable, and that science teachers should impart a framework of knowledge rather than teaching them the method of science. The authors counter this and contend that it is essential that students understand the 'scientific process', to which end they present a brief history of conceptual development in river ecology, as an example of changes in scientific thinking.