Science Education and the Commonplaces of Science

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Heidi B. Carlone, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: In this paper, we describe science as a set of “commonplaces,” similar to Schwab's commonplaces of teaching, for framing the nature of science and science education (Schwab, J. J. [1978]. Science Curriculum, and Liberal Education. Chicago: University of Chicago Press). Framed thoughtfully, these commonplaces have the potential to incorporate insights from a variety of perspectives. We propose four formulations of the commonplaces of science, based on distinct views of the nature of science, and explore the consequences of each. We argue that, although there are strengths to each formulation, some commonplaces prove more comprehensive than others in capturing the essence of science for the purposes of developing curriculum, educating science teachers, and conducting science education research.

Additional Information

Science Education, 83(2), 233–245
Language: English
Date: 1999
Education, Curriculum, Science Education, Heuristic

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