ABSTRACT
This conclusion presents some closing thoughts of concepts discussed in the preceding chapters of this book. The book shows how relationships are constructed and developed. Teaching, learning, and science are all fundamentally about relationships between people and between people and things. The relationships described in the book are between the children and the phenomenon, between author and the phenomena, between children and children, and between author and the children. To be a learner requires more than just a statement of not-knowing; it also requires an internal recognition of not-knowing. The book argues that the process of differentiation and use can remain an interplay of the background and the foreground. It addresses three conversations: The learning science conversation, teacher knowledge/learning conversation and sociocultural learning conversation. Central to all of these are claims about teacher's knowledge, the knowledge that they should have and how they should use that knowledge.
