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Policy has been a much neglected area for research in science education. In their neglect of policy studies, researchers have maintained an ongoing naivety about the politics of science education. In doing so, they often over estimate the implications of their research findings about practice, and ignore the interplay between the stakeholders beyond and in-school who determine the nature of the curriculum for science education and its enacted character. Policies for education (and sciencedoi:10.1002/sce.20349 fatcat:wvzn6hjlljawloxt3phbml2pci