Acknowledgments -- Introduction -- Rethinking Science Education from a Learner Perspective: A Framework for Being and Becoming Scientists Today -- Science as a System of Human Activity -- Conclusion -- Being and Becoming Scientists: What Does It Mean to Be|Become a Scientist? Who Can Be|Become a Scientist? How Do I Be|Become a Scientist? How Am I a Scientist Today? -- It’s Always Time to Challenge and Reconstruct Ideals -- Who Can Be|Become a Scientist? Myth and Reality -- Inquiry Projects and Tools to Support Being|Becoming Scientists -- Contributing to Science: What Is Scientific Knowledge? How Does One Contribute to Science or Scientific Knowledge? Could I Contribute to Science? -- Contribution -- Conclusion -- Representing Scientific Problems and Tools for Thinking: What Kinds of Problems Do Scientists Work on? Do I Like to Work on the Problems of Science? Would I Like to Be|Become a Scientist? -- Topic: Energy Concept -- A New Lens for Instructional Planning and Curriculum Review -- Conclusion -- Classroom Results from a Knowledge and Knowing Study: How Do I Know What I Know? How Do Scientists Know What They Know? -- Establishing Student-Centered Research Activities in Daily Instruction with the KKS Study -- Conclusion -- Our Stories: Our Stories of Being|Becoming Educators and Learner–Scientists and of How We Met -- A Q&A Session with the Authors: A Brief Dialog in Response to Two Questions that Arose after We Finished Writing and Began Sharing Parts of This Book with Colleagues -- Glossary -- Appendices -- References -- About the Authors -- Name Index -- Subject Index. ."• Can I contribute to science? • Do I like to work on the problems of science? • How do scientists know what they know? • Would I like to be|become a scientist? These are questions that interest new science students. The authors provide teachers with an approach to foster and answer these questions by concentrating on learners and learning. They argue that students are typically taught from a disciplinary perspective of science. Using this lens students are viewed as people who need to learn a particular canon of information, methods, and ways of knowing about the world—a perspective that may be useful for practicing scientists, but not ideal for young learners. In this disciplinary approach to science education there is little room for development as a scientist. In contrast, the approach championed by Kirch and Amoroso places learner questions about the world at the forefront of teaching and learning and treats science as a system of human activity. The historical explorations, theoretical insights and practical advice presented here are appropriate for all ages and educational settings. In Being and Becoming Scientists Today, the authors provide: new tools for thinking about science, ideas for how to reveal the multiple stories of knowledge production to learners, and approaches to teaching science as a collective process rather than a series of contributions made by (famous) individuals. In these ways, the authors promote the idea that all science learners contribute to the science in our lives." .