A primary conflict regarding the identity of science education is the inherent
competition between those who emphasize the science aspects of science
education versus those who emphasize the education aspects of science
education. This book describes a case of four science doctoral students
collaborating with K-12 science teachers in a three-year partnership. The
doctoral students divided their time between the K-12 science classroom and
the science research laboratory. They learned and performed identities as
both science educators and scientists as they moved back and forth between
these...