Tracking the Footprints Puzzle: The problematic persistence of science-as-process in teaching the nature and culture of science
C. R. Ault, J. Dodick 2010 Science Education v. 94, no. 6, p. 1092-1122
The authors emphasize that the story is what drives science, rather than the process, and include a thorough summary of the literature that seeks (and fails) to find the unifying themes of science. Instead of simplifying and decontextualizing information to help students develop process skills, the messiness and richness of real data should be included to develop disciplinary skills in context.