This perspective article explores the intersection of science education advancements and public science understanding improvement efforts, critiquing the still prevalent "deficit model" of science communication. It argues for a nuanced approach, incorporating insights from conceptual change research and the coexistence of scientific and misconceived notions within learners. Highlighting the prospects and promises of representational pluralism, it suggests strategies for science communicators to foster public engagement, emphasizing the importance of young audiences, avoiding simplistic dichotomies, and promoting critical thinking. The piece advocates for mutual enrichment between science education and communication, aiming for a well-informed, epistemologically competent public capable of navigating the complexities of scientific discourse.

The main objective of this methodological article is to discuss the contribution of response times as a tool in education research. The use of response times in research is largely a legacy of the work carried out in cognitive psychology, which has made it possible to describe the cognitive processes involved in information processing. In education, research that incorporates response times into its methodological design often has two main objectives: 1) evaluate the automation of basic learning and 2) infer the cognitive processes involved in academic learning, such as working memory and inhibitory control. This article addresses and discusses specific research designs that use response times across various academic disciplines and instructional levels, offering a comprehensive overview of the potential applications of response times in education research. In light of this overview, utilizing response times in education research not only emerges as relevant but also serves to complement existing methodological tools. For instance, such designs can aid in identifying the relative difficulty of different types of learning, understanding the underlying reasons for such variations, and offering valuable insights for developing learning sequences and pedagogical interventions that are more consistent with learning processes.