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In this critical review essay, I argue that the National Research Council's (NRC) 1996 National science education standards uses a discourse of invisibility to lay out its massive reform for science education in the United States. This invisibility discourse dangerously compromises the well-intended goals of the NRC by not directly addressing the ethnic, socioeconomic, gender, and theoretical issues which influence the teaching and learning of science in today's schools. Herein I propose that the Standards ought to provide strong arguments and evidence in support of the reasons why equity should be a guiding principle in science education reform. In the same manner, the Standards must articulate the theoretical frameworks and empirical evidence on which the numerous recommendations for change are based. Only then would the Standards provide the conceptual guidance necessary to encourage teachers, administrators, parents, and politicians to spring into action and take the necessary risks associated with radically transforming schools. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 19–37, 1997.
Alberto J. Rodríguez (Wed,) studied this question.