Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Acknowledgments -- Introduction -- The State of Teaching and Learning in Science Settings -- Rethinking the Roles of Educators and Students in Formal and Informal Settings -- Outline of Book Chapters -- Thematic Strand I Formal Secondary Settings -- Chapter 1 Blurring the boundaries of science: A Beginning Teacher and her Students -- Karen's Ambitious Instruction and Classroom -- Methods -- Findings -- Revisiting Students' Opportunities to Take Up Epistemic Agency: Recommendations for the Field -- Conclusion -- References -- Chapter 2 Extending and enriching science practices: Shared Engagement in Field-Based -- Learner-Centered Pedagogical Efforts -- Extending and Enriching Pedagogical Principles for Supporting Adolescents' Epistemic Engagement in the Environmental Sciences -- Methodology -- Empirical Findings from the Field Study and the Classroom -- Discussion -- References -- Thematic Strand II Formal Elementary Settings -- Chapter 3 Kindergarten Girls as Epistemic Agents during science time -- Theoretical Constructs -- Methodology -- Empirical Findings -- Discussion -- References -- Chapter 4 How teachers mediate elementary students' participation in productive science discussions -- Context and Participants -- References -- Chapter 5 Supporting Evidence Construction Practices in elementary classrooms -- Context -- Unpacking the Complex Work of Positioning Students to Develop Shared Evidence Practices -- Implications for Educators -- New Questions and Research Directions -- Note -- References -- Thematic strand III Informal Settings -- Chapter 6 Faith's Fancy hat: Engineering WITH Community -- Expansive Learning -- Researchers as Educators in the Equity-Oriented Makerspace -- Faith's Narrative -- Discussion