Open science has become a part of the discourse within science education and the wider educational research spaces and we concur with advocates that open science can benefit our field. But, we posit that open science is often not defined by the most salient issues for science education researchers and that its potential uptake and impact might be limited for this reason. The solution, we argue, is to define what constitutes open science for science education; the vehicle we propose for doing this is questioning who has the power to define and advance open science. We conclude by calling for scholars in science education to make open science relevant to their work. In doing so, we can not only do open science in a relevant way but also redefine what open science can be for scholars wrestling with what form open science should take within other fields.