Attending to the public understanding of science education: A response to Furtak and Penuel

This commentary is a response to Furtak and Penuel (2019), and raises four key points. The first is to reframe Furtak and Penuel's argument as an appeal for a public understanding of science education, and by extension, science education reform. The second is to note that such a public understanding of science education must include attention to more than the structure and content of science curricula and the enactment of a “practice turn”; it...