This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between
“science and all” by paying particular attention to the development of the relationship between the teacher, students and
science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues
are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement
positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological
and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students.
I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide
teachers with information needed to make concrete connections between the research and their teaching, while continuing to
make available the theories that support their findings. Using an integration research framework in conjunction with a temporality
of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers
with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines
the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative
dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.