Knowledge building dynamics are central to scientific communities and involve dialog, debate, inquiry, and contested reasoning. Refining and developing knowledge is an oft missing dynamic in precollege educational programs. Practical reasoning and human decision making are essential epistemic and social dynamics in knowledge-building struggles and quests for the truth. Implications are presented for how a “Context of Development” approach can address “knowledge about science” learning goals and provide a framework for embedding struggles into the design of investigations and inquiries. The goal is providing learners/citizens with opportunities to acquire and make sense of evidence and then deploy that evidence for evaluating and explaining natural and social systems.

知识构建动力对于科学界至关重要，涉及对话，辩论，询问和有争议的推理。提炼和发展知识是大学预科教育课程中经常缺少的动力。实践性推理和人为决策是建立知识的斗争和对真理的追求中必不可少的认识论和社会动力。提出了“发展情境”方法如何解决“对科学的知识”学习目标并为将努力嵌入调查和探究设计的框架提供了启示。目标是为学习者/公民提供获取和理解证据，然后将其用于评估和解释自然和社会系统的机会。