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Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations.

Offering fresh ways to look at the key ideas and practices associated with promoting scientific literacy, this book takes a pragmatic and inclusive perspective on curriculum reform and learning and presents a future vision for science education research and practice.

Philosophers of education are largely unaware of Dewey’s concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the individual and sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as mind versus body, self versus society, and organism...