diction, creativity/science and questioning, cooperation and
collaboration in the development of scientific knowledge,
science and technology, historical development of scientific
knowledge, and diversity of scientific thinking.  Sandoval
reviewed Osborne and others’ definitions of science epistemology
(e.g., Driver et al., 1996; Lederman et al., 2002; McComas and
Olson, 1998) and presented a more manageable list of four broad
epistemological themes, which we pause to discuss briefly.
First, Sandoval asserts that viewing scientific knowledge as
constructed is of primary importance that underscores a
dialectical relationship between theory and evidence. Students,
if they are to understand what science is, must accept that it
is something that people do and create. From this flows the
implication that science involves creativity and that science is
not science because it is “true” but because it is persuasive.
The second theme is that scientific methods are diverse: there
is no single “method” which genericall