Teacher knowledge--indeed teachers themselves--is always unfinished and incomplete. Knowledge never exists outside of a context of use. The shift to seeing teaching as site of cultural production invites the question, What structures of human relationship will scientists and science educators construct in and through the work they perform? The…

Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (KR)

Argues that a teacher's practice reflects changing experiences, knowledge, values, and identities, and as such can be productively thought of as a site for learning as well as a site for expounding upon what is known. Suggests a vision for what constitutes effective practice different from that commonly held in science. Contains 33 references.…

Scientific and everyday knowledge domains are compared so as to reveal the distinctive differences between their goals and the cognitive processes used to attain them. The main goals, working goals, learning difficulties, knowledge structure, concept specification, knowledge organization, role of school science, program-solving instruction, formal…