Purpose: The paper aims to provide an overview of the vocabulary for materiality which is used by practice‐based approaches to organizational knowing.Design/methodology/approach: The overview is theoretically generated and is based on the anthologyKnowing in Organizations: A Practice‐based Approachedited by Nicolini, Gherardi and Yanow. The overview is built by cross‐reading the analyses in this book. The intellectual traditions which are scrutinized all agree that action is materially embedded – objects and artifacts are central to both knowing and learning. But what is their understanding of materiality? The paper explores which concepts are used, how the interaction between social and material realities is presented, and the role materiality is perceived to have in relation to action.Findings: Findings are that, within the practice‐based approach, common terms for materiality are “artifact” and “object”. The interaction between social and material realities is grasped as several processes: object‐oriented activity, symbolization, embodiment, performance, alignment and mediation. Material artifacts both stabilize and destabilize organizational action. They may ensure coordination, communication, and control, but they may also create disturbance and conflict.Originality/value: The paper lists a range of options for conceptualizing how organizational action may be materially mediated. It points out that material entities may both stabilize and destabilize organizational action. It contributes to the further understanding of the tangible, artifactual and object‐related side of organizational knowing.

Museums are largely neglected in the tourist research literature. This is even more striking given that they are arguably designed for gazing. There is little doubt that “graying” of the Western population adds to the number and range of museums. And yet, even in adult museums, there will be children who are “dragged along.” Museums are increasingly aware of such conflicts and dilemmas. Many museums offer printed booklets with “treasure trails.” They afford a trail through the museum that forms a treasure hunt for specific objects and correct answers to questions related to the objects. This article draws attention to this overlooked, mundane technology and gives it its deserved share of the limelight. We are concerned with exploring ethnographically how trails are designed and especially used by young families in museums for gazing. The article gives insight into how children, broadly speaking, learn to gaze within museums as well as small-scale negotiations and conflicts between families gazing. So we are concerned with how family trails affect the museum visit.

In recent years, science, technology, engineering and mathematics (STEM) approaches in education have received growing attention in the political arena and in educational research and practice. A concern consistently raised in the research literature regarding interdisciplinary STEM education is that the role played by mathematics is understated such that it may be overshadowed by the other disciplines. This study contributes to the discussion by presenting a review of 4,812 studies, of which 37 with descriptions of STEM activities were selected, analysed and synthesised to identify the various roles played by mathematics in these STEM activities. This process produced an analytical framework that captures the various roles mathematics can play, which can be categorised into two major categories: mathematics as the specific aim of the activity or mathematics utilised as a tool. Two cases selected from the review are presented in this study to demonstrate how the framework can be employed in analysing STEM activities. Furthermore, we propose using the framework when developing STEM activities as a tool to ensure explicit awareness of the various roles mathematics can play.

This study investigates how science learning environments in higher education have been researched and proposes methodological approaches for future studies. Through a state-of-the-art review, this study identifies a predominant reliance on inventory-based methods which provide valuable insights but often overlook the interplay between psychosocial and physical dimensions and the dynamic nature of learning environments. Science education extends beyond classrooms to laboratory and field settings, yet these are under-researched. This article argues for integrated, pragmatic, and holistic approaches that combine qualitative and quantitative methods to enhance understanding and improve science education. With a holistic approach we can expand the knowledge of pedagogical practices as well as designing study and learning environments that foster students’ deep engagement and learning.

“Creative Pragmatics for Active Learning in STEM Education” opens with a chapter that introduces Creative Pragmatics as a flexible and evolving approach aimed at fostering active learning in STEM. This introductory chapter, provided as open access, advocates for competence-based education that prepares learners for the unpredictable and multidimensional challenges of today’s world. It challenges the traditional view of scientific knowledge as stable and complete, urging educators and students to develop competence and skills to navigate the unpredictable challenges of today’s science and society. Spanning 13 chapters, the book features contributions from a diverse array of scholars and practitioners, from Stanford, Columbia, and the University of Nebraska in the USA, with experts from Sweden, Germany and several Danish universities and university colleges. These contributors explore themes such as creative learning strategies, dynamic teacher-student interactions, innovative assessment methods, and the design of learning environments. Each chapter further develops the idea of Creative Pragmatics, emphasising a holistic approach that fosters creativity, interdisciplinary collaboration, and active student engagement. This collection is a valuable resource for educators, researchers, and policymakers who seek to rethink STEM education. The book offers practical insights and a ‘bigger picture’ perspective for fostering educational environments that enable students to develop the competencies needed to engage with complexity. It encourages an exploration of the world that nurtures curiosity, critical thinking, and creative agency, thereby promoting professional and civic responsibility towards environmental, societal, technological, and scientific challenges. Bringing together a transdisciplinary and global team with professional backgrounds spanning Asia, the Americas, and Europe, this book is part of a series on European Science Education Research and Practice, contributing significantly to the field.