Skepticism and open-mindedness for learning, teaching and criticality in science

Skepticism and open-mindedness form part of the ethos common to the culture of science. In the accompanying article the analysis focused primarily on the influence of the skepticismlopen-mindedness dialectic on process skill production, the judgment of sources, and the development of a scientific ethos. In this response to the comments of forum contributors scientific skepticism and open-mindedness are presented as risk-taking behaviors. How these behaviors can be developed into equitable classroom community activities with appropriate teacher attunement and mediation is discussed. The broader implications of the findings for teacher preparation in science are considered.