This chapter, drawing on a social justice perspective, explores how to better enable epistemological access in science. Using the Specialization dimension of Legitimation Code Theory to examine the curriculum of a science foundation course, two distinct codes are recognized: a science-related knowledge code and an academic practices-related knower code. The close relationship between the two codes indicates a key aspect of learning the sciences: if students do not learn to work independently and develop deep understanding as required by the academic practices-related knower code, they seldom can develop the conceptual depth as required by the science-related knowledge code. This finding emphasizes the need to significantly rethink science higher education to take into account methods for teaching both the knowledge of science and how students can be apprenticed into becoming science learners in a higher education context.
