New Books Network John L. Rudolph, "Why We Teach Science (and Why We Should)" (Oxford UP, 2023)
Jan 31, 2026
John L. Rudolph, historian of science education and Vilas Distinguished Achievement Professor, reflects on the purposes behind teaching science. He traces historical reasons like utility and national goals. He critiques fact-focused instruction and explores how people actually use scientific knowledge. He argues for teaching how science knows things and for preparing nontechnical citizens to engage with scientific issues.
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From High-School Teacher To Education Scholar
- John L. Rudolph began as a high-school science teacher teaching biology, physics, and chemistry in Wisconsin.
- He later pursued history of science and curriculum studies and now teaches pre-service science teachers.
Science Teaching Has Always Been Utilitarian
- Science schooling historically served utilitarian ends like personal usefulness, national security, and economic growth.
- Those shifting aims explain why curricula and rhetoric about science education change with historical needs.
Content Memorization Doesn’t Guarantee Use
- Memorizing science content rarely transfers to everyday problem solving or long-term retention.
- Cognitive research shows scientific reasoning skills are hard to teach efficiently and rarely generalize.
