We present a theoretical framework that views learning as a process involving content
learning (CL) and identity construction (IC). We view identities as lenses through which …

The field of science education has become increasingly interested in understanding the
nature and relationship of discourse processes and social practices in instructional settings …

Epistemic practices are the socially organized and interactionally accomplished ways that
members of a group propose, communicate, assess, and legitimize knowledge claims …

Student attitudes toward science have received constant research attention for a number of
decades, for reasons that have changed over time. Science curriculum outcomes have for …

The term “environmental education” is now approaching 60 years old and is well
established in education circles. There are journals, handbooks, curricula, and associations …

At the conclusion of the fi rst chapter on rural science education (Oliver, 2007a) for the
previous Handbook of Research on Science Education, a question was posed to readers in …

This article examines the emergence of identity work in engineering among elementary
school students. Engineering has only recently been added to state and national standards …

We explored how arts‐based practices, specifically what we define as ethnodance informs
the study of science identity. We present a theoretical argument supported by an empirical …

School science continues to alienate students identifying with nondominant, non‐western
cultures, and learners of color, and considers science as an enterprise where success …

The concept of identity has been used to interrogate a wide range of topics about children's
learning in the content areas, including learning in literacy, math, and science. Despite this …