Constructivism has long been touted as the end-all solution for having K-12 students learn science. At the core of this didactic method is the assumption that given the chance, children will naturally be able to act and think like scientists. In this paper, I review the recent evidence from the cognitive neuroscience and neuroimaging communities that suggests that this core assumption is more than likely incorrect. I also review the recent literature on the philosophies of learning and cognition, which suggests that learning can be made more meaningful through emphasizing the human interrelationships that are central to our thinking processes. I propose an intersubjective approach to science education — an approach in which learning is underpinned with rich intersubjective interactions between the teacher and the students, and the emphasis of what is to be learned is not a factual content, but rather a human activity that undergirds the process of science. By teaching our students about the human interactions that comprise the scientific endeavor, the larger societal community may come to have a better understanding of science. Further, I argue that narratives, which can provide a context for students to understand what scientists do and why they do it, may even serve to motivate more of our students to become scientists. Perhaps by using these more intersubjective approaches to science education, we can begin to improve public understanding of science.

长期以来，建构主义一直被吹捧为让 K-12 学生学习科学的最终解决方案。这种教学方法的核心是假设如果有机会，孩子们自然能够像科学家一样行动和思考。在本文中，我回顾了来自认知神经科学和神经影像学社区的最新证据，这些证据表明这一核心假设很可能是不正确的。我还回顾了最近关于学习和认知哲学的文献，这表明通过强调对我们的思维过程至关重要的人类相互关系，可以使学习更有意义。我提出了一种科学教育的主体间方法——一种以教师和学生之间丰富的主体间互动为基础的学习方法，学习的重点不是事实内容，而是支撑科学进程的人类活动。通过向我们的学生传授构成科学努力的人类互动，更大的社会团体可能会对科学有更好的理解。此外，我认为叙事可以为学生提供一个背景，让他们了解科学家做什么以及他们为什么这样做，甚至可以激励更多的学生成为科学家。也许通过使用这些更具主体间性的科学教育方法，我们可以开始提高公众对科学的理解。更大的社会团体可能对科学有了更好的理解。此外，我认为叙事可以为学生提供一个背景，让他们了解科学家做什么以及他们为什么这样做，甚至可以激励更多的学生成为科学家。也许通过使用这些更具主体间性的科学教育方法，我们可以开始提高公众对科学的理解。更大的社会团体可能对科学有了更好的理解。此外，我认为叙事可以为学生提供一个背景，让他们了解科学家做什么以及他们为什么这样做，甚至可以激励更多的学生成为科学家。也许通过使用这些更具主体间性的科学教育方法，我们可以开始提高公众对科学的理解。