This paper discusses how multimodal creative inquiry might be conceptualised and implemented for children's meaning-making in science. We consider Halliday's (1978) and Vygotsky's (1987, 2016) theoretical ideas for showing how the most important characteristics of social semiotics are connected to imagination, play-based and creative inquiry for…

Decades of research support integrating play in kindergarten to benefit young students' social, emotional, and cognitive development. As academic readiness becomes a focus, time for play has decreased. As a result, there has been a demand for integration of play with content. This study modifies a project-based science curriculum about how living…

In response to the authors, I demonstrate how threshold concepts offer a means to both contextualise teaching and learning of quantum physics and help transform students into the culture of physics, and as a way to identify particularly troublesome concepts within quantum physics. By drawing parallels from my own doctoral research in another area…

Based on a cultural-historical perspective, where play is conceptualized as the creation of an imaginary situation, the study reported in this paper examines how parent-child playful interactions create shared imaginary situations for mediating scientific learning. The main focus of this paper is to reveal sign-mediated learning process through…

This issue explores the nature of childhood by offering selections that re/imagine the idea of the child as art maker; inquire about the relationships between children and adults when they are making art; and investigate how physical space influences approaches to art instruction. Readers are invited to join a dialogue that questions long-standing…

Analyzes the nature and characteristics of the scientific endeavor to compare with that of children's play. Describes science as a form of religious sacred play which creates a world of make-believe that one may enter if one chooses to play. (CC)

This collection of papers includes the following: "The Great Debate. Proposed: TESOL is a Science, Not an Art" (David Nunan); "Argument and Entertainment: TESOL as a Science" (Elana Shohamy); "TESOL: Art and Craft" (Henry Widdowson); "An Attitude of Inquiry: TESOL as a Science" (Diane Larsen-Freeman);…