Some of the discussion going on in twitter started by Adam Boxer @adamboxer1 and Rosalind Walker @Rosalindphys and her very interesting blog at

The nature of school science knowledge and why Adam’s SLT was wrong

Reminded me of research I did in Physics education 25 years ago on the nature of school science and how it effects learning of Ohm’s Law and its applications. Thomas Kuhn and his discussion of  f=ma as a law sketch in his  Structure of Scientific revolutions was a major influence on me then as it still is . What especially reminded me was the way Kuhn discusses how a student comes to understand the law sketch and its application with what Rosalind would call “shed loads of practice” of application in different problem situations. I also thought that this would be  hugely complimented by what Neil Phillipson @Phillipson70 and Rupert Weegerif explain in Dialogical Education. I think School Science can recreate the essential elements of what Kuhn calls “a group licensed tried and tested way of knowing”.