If we accept the standard definition of knowledge as ‘true, justified belief’, then much of the subject matter of science lessons is not knowledge. Our typical classroom treatment of the visible spectrum is shown to fail on all three of these criteria for knowledge. An alternative view is presented in which pupils learn narratives from the scientific canon, just as they once used to learn stories from ancient Greek mythology. In both cases, the myths are useful schemata with which to analyse the world.
|Journal||The School Science Review|
|Publication status||Published - 2006|