ABSTRACT
This chapter recognizes that constructing shared understandings in science involves both students and teachers working together to share and clarify their own thinking and experiences. It identifies that paying attention to the learner is critical to meaningful science education because both students and teachers bring a range of different ideas, experiences and beliefs. The chapter explores the interplay between teachers and students as learners and the value of such interactions in developing shared understandings and personally relevant learning in science. It explores the importance of interactive dialogue as a way of deepening learning far beyond required curriculum outcomes. The chapter explains the effectiveness of such interplay through a story that began with one student’s question, which created a critical learning opportunity for both teachers and the student. Current understandings acknowledge the complexities that shape learning and teaching by exploring and identifying the attributes, behaviours and learning outcomes that are valued in the classroom.
