For two decades, many researchers (e.g., Lave & Wenger, 1991) have been interested in knowing and learning in terms of practices. Roth (1998) sees practices as structured activities that people participate in to understand the world. Practices are seen as ways of interacting with the social world to develop, share and maintain knowledge (Wenger, 1998). Practices as activities reify and construct understanding of individuals who become members of a community (Barab & Hay, 2001). However, practices may vary in different social contexts: school science and real (authentic) science. For example, while scientists can generate and use mathematical models to understand the cardiovascular system of bats in the process of developing science, science students can generate research questions, conduct experiments, participate in class discussions, and discuss their results with others. class members on a particular ready-made scientific fact. Science classrooms can be seen as places that establish communities where knowledge and learning occur through social participation in an activity, negotiating and sharing meaning collectively (Lave & Wenger, 1991;Wenger, 1998;Roth , 1995, 2006; School science communities, unlike professional science research communities, introduce students to ready-made science facts (Latour, 1987). doing science (Hodson, 1998). They are presumably engaged in collective activities in a science classroom or laboratory, but their practical work, knowledge and discursive practices are limited within the classroom community and interacting with members of that community (Bowen, 2005). half of the paper ......provided and their teacher gives directions (Chinn & Malhotra, 2002). Roth, 2006) and to complete the assigned task rather than learn from it (Berry et al., 1999; Höngström et al., 2010). Laboratory work associated with practical activities ignores the importance of discussion and negotiation of meaning in the end (Jiménez-Aleixandre et al., 2000, Driver et al., 2000; Duschl et al., 2007). These activities are also limited to the cognitive aspects of doing science (i.e. making observations, deducing consequences from hypotheses). They do not reflect the epistemological and social processes of doing science (Duschl, 2008; Duschl & Grandy, 2008). Therefore, incorporating some ideas from the social studies of science into this study can help us reconsider what science is learned in science classrooms..