Abstract
Metz (1995) criticizes “developmentally based” science curricula as inappropriately constraining science instruction to activities that bear little resemblance to authentic scientific inquiry, which she recommends as a more productive model for science education. Here, I reflect on Metz’ recommendations, consider whether research and theory in developmental psychology stand to inform science educators’ pursuit of directions of the sort Metz advocates, and propose a “guideposts “ rather than “constraints “ model of how developmental psychology might inform science educators’ efforts.
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