Preordained science and student autonomy: the nature of laboratory tasks in physics classrooms

The central question facing humankind is 'What kind of society are we to have?' We argue that in order to begin to answer this question, citizens need to recognize that one of the driving forces determining our society is that science is a human social activity like any other. This flies in the face of much of the rhetoric and ideology about science - the stories and myths of formal and informal education. We wish to encourage both a socially responsible science and a public mindful of its strengths and weaknesses. We explore two case studies to illustrate our concerns. These are the construction of knowledge about Acquired Immune Deficiency Syndrome (AIDS), and the social construction of safety standards for exposure to low-level ionizing radiation. These two health-related controversial scientific issues illustrate the problematic nature of much of science and the implications for the public at large.