Not “hands on” but “minds on”: A response to Furtak and Penuel

Furtak and Penuel (Furtak & Penuel, 2019) rightly point to how the simplistic aphorism that science education should be “hands-on” is a gross distortion of what might be productive pedagogy in science education. However, although full of good intentions, I wish to argue that their article adds to the confusion that surrounds the role and value of inquiry-based instruction in the learning of science—confusions which the field would be...