Draws from studies in the sociology of scientific knowledge to create a new perspective for understanding school science. Merges ethnography and discourse analysis to study science-in-the-making in a physics classroom. Investigates local conceptual ecologies. Contains 55 references. (DDR)

Argues that scientific knowledge in school is a social construct in which curriculum proposals are simply points of departure that are transformed by the social interaction that takes place within the classroom. Considers discourse as playing an important role in knowledge construction. Contains 31 references. (DDR)

Examines student perceptions of the changing nature of a classroom as a result of the implementation of constructivist approaches. Results indicate that students are appreciative of the opportunity to use their own ideas and knowledge. Contains 31 references. (DDR)