ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book is about how relationships, between subject matter and teacher, subject matter and children, children and the teacher, are constructed in the context of teaching science in the lower elementary grades. Relationships are dynamic and shifting. The book examines how relationships evolve, how they are initiated, and how they change over time as the components interact and effect one another. It explores an example of design in teaching and in science through a description of a unit. The stories provided in the book continue to engage the larger conversations about children's science learning and teacher knowledge and learning. They also address ideas about the role of the children's home cultures in these classes. Much has been written about what teachers need to know about children, diverse learners, subject matter, and teaching skills.
