New reforms in science education call for three-dimensional learning by integrating disciplinary core ideas, science and engineering practices, and "crosscutting concepts" (CCCs). These reforms defined the new term, crosscutting concept (CCC), as a lens that has explanatory power across disciplines. To describe how researchers are…

Synthesizes the concept of "cultural border crossing" with "collateral learning," its cognitive explanation. Examines and advocates the efficacy of reanalyzing previously published interpretive data in light of this conceptual synthesis. Contains 59 references. (Author/WRM)

Contends that science education researchers should devote more time to creating and studying models of intergenerational and community-based science education. Argues that such inquiries have the potential to provoke new thinking that could expand basic conceptions of what it means to learn and practice science. (WRM)