A three-dimensional conceptualization of authentic inquiry-based practices: a reflective tool for science educators

Authenticity is a term that has become ubiquitous within the field of science education, particularly when it relates to the practices of science. These practices are a key feature of science education reform documents in the US. However, a common definition of just what makes for the authentic doing of science is hard to come by and certainly lacks consensus. In this paper, the case will be made for a new framework building upon and updating...