Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools?

Abstract There are some crucial critiques on scientific inquiry and “the” Scientific Method in current science education. Recent research literature is replete with arguments against inquiry’s legitimacy to be included classes, it has even been abandoned from the Next Generation Science Standards . Critics of schools blame a caricature authentic suffering five shortcomings: (1) knowledge becomes desocialized its generative contexts, (2) suggests methodological monism favoring (3) primacy experimentation , (4) which portrays as automaton (5) raising an illusion determination regard generation knowledge. This article argues for reorientation tentatively embracing anew since critics appear not sufficiently consider that operates differently science. It will shown most can defused when untangling such illegitimate mix-up proper school argued (and recent) descriptions how generates lack authoritative validity should fundamentally revisited. “The” valid idealization serve frame reference introductory classes. Still, understood education needs extend beyond if prepare science-related careers.