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Drawing upon van Eijck and Roth's notion of "place as chronotope," this review paper discusses historical consideration of place as it assists us to conceptualize place in its collective, political, and dialogical nature. In a place, we are positioned amidst of the multiplicity of histories and narratives within ever shifting various contexts of place. Historical consideration acknowledges multiplicity and marginalization in a place, thus, legitimizes multiple place histories and invites multiple narratives to engage in dialogical process of place. With historical consideration, place identity can be approached and framed in its collective, dialogical nature within larger social, political contexts of place. The paper further suggests that place based education should be able to acknowledge and invite multiple histories and marginalized voices of students into creating a place to dwell together.

A group of high school students and chaperones boarded a bus for historic Oakland Cemetery located in downtown Atlanta. Students explored the site and made observations of the gravestones, many of which were old and run-down. Upon leaving the cemetery, students--based on their interests--developed various chemistry investigations aimed at answering the same driving question: "What is causing the deterioration of Oakland Cemetery headstones?" To engage students in the concept of acids and bases, the project-based chemistry lesson described in this article incorporates the 5E learning cycle and "funds of knowledge." (Contains 3 figures and 4 online resources.)

Teaching literacy in inquiry-based science-teaching settings has recently become a focus of research in science education. Because professional scientists' uses of reading, writing, and speaking are foundational to their work, as well as to nonscientists' comprehension of it , it follows that literacy practices should also be central to science teaching. Science as a vehicle through which to develop literacy skills is an attractive alternative that some teachers choose in order to include science in their curriculum. In this paper, we present descriptions of three elementary teachers' efforts to teach literacy practices through science. Our descriptions, through which we illustrate a range of ways in which teachers link science and literacy instruction, are grounded in these teachers' accounts and our observations of their teaching. We end with a comparison of these teachers' approaches, and draw from this analysis considerations for implementing literacy instruction in elementary science education.