Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and…

Most studies about students' conceptions and conceptual change are based exclusively on the analysis language, which is treated as a tool to make private contents of the mind public to researchers. Following recent studies that focused on (a) language and discursive practice and (b) the pragmatics of communication that draws on talk, gestures, and…

Challenges Wilson's 1990 work which, according to the author, bluntly rejected various expert-novice techniques in favor of the classical experimental design. Asserts that, if educators want to study expertise, they should move to understand this expertise in context, for example, in real-life tasks. Argues that research questions not methodology…