Abstract
Frequently policymakers and administrators inform teachers and students about what and how to teach and learn science and assume that curricula are enacted as stipulated. Not surprisingly, enacted curricula are resilient, do not change easily, and are radically dependent on continuously changing structures associated with material, symbolic, and social resources. In this chapter I advocate collaborative approaches to teaching and learning in which teachers and students undertake research on enacted curricula, reflect on what they learn from research, and, as desirable, design changes to teaching and learning roles and contexts. Dialogic inquiry and mindfulness are presented as specific examples of heuristics being used as interventions to improve learning environments to accord with stipulated values, policies, research, and theories.
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Tobin, K. (2014). Transforming Science Education by Expanding Teacher and Student Collaboration. In: Tan, AL., Poon, CL., Lim, S. (eds) Inquiry into the Singapore Science Classroom. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-4585-78-1_3
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