Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; Preface; Acknowledgments; Introduction; The State of Teaching and Learning in Science Settings; Rethinking the Roles of Educators and Students in Formal and Informal Settings; Outline of Book Chapters; Thematic Strand I Formal Secondary Settings; Chapter 1 Blurring the boundaries of science: A Beginning Teacher and her Students; Karen's Ambitious Instruction and Classroom; Methods; Findings; Revisiting Students' Opportunities to Take Up Epistemic Agency: Recommendations for the Field; Conclusion; References
Chapter 2 Extending and enriching science practices: Shared Engagement in Field-BasedLearner-Centered Pedagogical Efforts; Extending and Enriching Pedagogical Principles for Supporting Adolescents' Epistemic Engagement in the Environmental Sciences ; Methodology; Empirical Findings from the Field Study and the Classroom; Discussion; References; Thematic Strand II Formal Elementary Settings; Chapter 3 Kindergarten Girls as Epistemic Agents during science time; Theoretical Constructs; Methodology; Empirical Findings; Discussion; References
Chapter 4 How teachers mediate elementary students' participation in productive science discussionsContext and Participants; References; Chapter 5 Supporting Evidence Construction Practices in elementary classrooms; Context; Unpacking the Complex Work of Positioning Students to Develop Shared Evidence Practices; Implications for Educators; New Questions and Research Directions; Note; References; Thematic strand III Informal Settings; Chapter 6 Faith's Fancy hat: Engineering WITH Community; Expansive Learning; Researchers as Educators in the Equity-Oriented Makerspace; Faith's Narrative
DiscussionPushing Forward the Teaching of Engineering Design in Science Education ; Author's Note; Notes; References; Chapter 7 "Scientists do what we do": Empowering Youth of Color as Learners and Doers of Community-Based Scientific Research; Introduction; Case Studies: Developing Epistemic Agency and Constructing Identities in Science; Implications and Recommendations; Author's Note; Note; References; Chapter 8 Stakeholder roles in an action-oriented science space; Action-Oriented Teaching and Learning Design Principles; Context and Methods
Stakeholder Roles in Negotiated Elements of CurriculumDynamic and Responsive Roles in Community-Based Instruction ; References; Chapter 9 Designing for families' social and epistemic practices across settings; Introduction; Study Design and Data Analysis; Findings; Conclusion; References; Chapter 10 Conclusion: Themes Across Chapters and Lingering Questions; Themes; Moving Forward; Contributors; Index
