This chapter sets up the distinctions and connections between the two major concepts of the book: science and engineering practices and self-regulated learning. Ideas about the makeup of the discipline of science and the discipline of engineering are explored and analyzed for their alignment with the practices. Conceptual, procedural, and epistemic knowledge are discussed to demonstrate how science and engineering practices are the lynchpin for learning disciplinary knowledge. The chapter also guides the reader on how to use the book to support research and teacher education.

The purpose of this chapter is to examine science and engineering practices in detail. The analysis of the practices makes connections with the practices’ disciplinary characteristics and decomposes the learning tasks that can be accomplished to master science and engineering practices. A better understanding of how science and engineering practices represent (or do not represent) disciplinary characteristics elevates the practices beyond the steps students follow to get an “answer” for their investigation. Similarly, this chapter will examine practices through the lens of process and outcomes goals so that teachers can use the decomposed learning tasks in each science and engineering practice to model disciplinary work to support students.