Abstract
The present is a commentary on the previous four chapters that collectively make up this section of the book (“Positions and Perspectives”). As such, I have selected one major theme common to the four contributions to discuss its relevance to the field of science education research. In addition, I articulate (or bring forth) an issue that I believe was missing in all four texts. My intention is to provide readers with something that they have not yet encountered in any of the pieces individually—at least not as explicit as they will here. Ultimately, the present chapter contemplates another aspect of what has been carefully laid out on the prospect of re-uniting psychological and sociological perspectives within the context of conceptual change. Thus, I am supplementing and deepening the conversation amongst all four pieces that were intentionally positioned in this part of the book.
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Reis, G. (2010). Making Science Relevant: Conceptual Change and the Politics of Science Education. In: Roth, WM. (eds) Re/Structuring Science Education. Cultural Studies of Science Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3996-5_16
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DOI: https://doi.org/10.1007/978-90-481-3996-5_16
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