Rethinking science education: A defense of piagetian constructivism

8, of this journal. O'Loughlin critiqued Piagetian constructivism and urged that science educators adopt a sociocultural constructivism in its place. The central thesis of this response is that Piaget's revisions of his theory in the 10 years prior to his death offer a new model of equilibration that is contemporary and helpful as we rethink science education. Further, it is argued that decentering is an important human attribute-a necessary aspect of the scientific process. The sociocultural model is critiqued as nihilistic, culturally relative, and dangerous when placed in the context of real science classrooms.