ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book illustrates the expressive potential of interactional ethnography accompanied by the sociomaterial perspective to investigate the social construction of failure and improvement as they are socially constructed into being in the interactions of students, teachers and materials in the context of engineering design projects. It introduces another chronotope by focusing on the social construction of emotions within the collective action and cultural norms of the science education classroom in the context of climate change. The book discusses how preservice teachers and their instructor co-constructed a new, reform-based teaching model in science education. It deals with professional discourses in science teacher learning groups. The book makes visible the cultural actions, knowledge and artifacts that teachers use, produce, predict and interpret during their engagement in the teacher learning group.
