In their paper Ramos de Robles, Gariby-Chávez and Curiel-Ballesteros offer that indigenous traditional knowledge (IK) concerning edible wild plants in Mexico, part of the historic culture, is fading through successive generations. Furthermore, they argue that a return to this knowledge which proved valuable for many ancestors is desperately needed…

This commentary seeks to expand the dialogue on place-based science education presented in Katie Lynn Brkich's article, where the connections fifth grade students make between their formal earth science curriculum and their lived experiences are highlighted. The disconnect between the curriculum the students are offered and their immediate…

Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting "experts" to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the…

As a supporter of informal and alternative learning environments for science learning I am pleased to add to the discussion generated by Adriana Briseno-Garzon's article, "More than science: family learning in a Mexican science museum". I am keenly aware of the value of active family involvement in education in general, and science education in…