The research practices of academics of science teaching and learning (academics-"of-st&l") may be considered a connected, constructed landscape, the peaks of which are shaped by accumulation of like practices. Entangling interviews with twenty-seven academics-"of-st&l" and document analyses, in this paper I map the presence of two landscape peaks--scientific and theoretical practice--in addition to their material-communal effects. This mapping renders our research landscape as an ongoing production in need of ethical attunement. Invoking ethics of Deleuzeguattarian thinking and flow in my mappings, I conceptualize cartography as a mode of inquiry disruptive to normative research methodology used in science teaching and learning, capable of enabling landscape reconfiguration.