ABSTRACT
The core argument of this book is that young people, supported by the actions of educators, can shape the knowledge, participation structures, and practices of a science learning community. Collectively, the chapters provide a window into the complex reality of teaching and learning science when educators and young people shift their roles, co-develop a science community, and learn with and from each other. This section looks across each chapter to describe three main themes that emerge from the chapters. To conclude, I highlight lingering questions and recommend research areas for the field in order to provide a more robust understanding of how educators and young people can co-develop science in formal and informal learning settings.
