Odd ideas about learning science: A response to Osborne

Osborne (2019, this issue) raises several issues in his response to Furtak and Penuel (2019, Sci Edu, 103, 167–186). He challenges the primacy of phenomena, argues that commonsense is not productive for science, and maintains that the primary goal of science instruction is students’ understanding the canon. To us, the import of Osborne's response, and what moved us to accept the editors’ invitation to comment, is in how it reflects the ongoing complexity and instability of views within the community of scholarship in science education. We reflect on these ongoing tensions.