A misconceived view of subject‐matter knowledge in primary science education: a response to Golbyet al.‘Some researchers’ understanding of primary teaching’

This is a rejection of the views expressed in the critique by Golby et al. (in this issue) of our article ‘Some primary‐school teachers’ understanding of the Earth's place in the universe’. Their critique is deeply flawed in that: (i) amongst key inaccuracies, it attributes to us a view of teaching and learning which we do not express and to which we have never subscribed; (ii) it misunderstands the role of subject knowledge in teaching; (iii) it is confused about the nature of science and science education, and is out of touch with current thinking in these areas; (iv) the critique of our methodology and ethics is misconceived. Our riposte considers each of these points in turn, and laments the standards of criticism exhibited by these authors.