There are only a few studies that investigate the actual small-scale classroomprocesses and approaches that allow for students to participate in "doing" criticalscience and none that compare CSE to traditional classroom contexts. In a criticalscience classroom student' thoughts, beliefs, and questions serve as the starting pointfor scientific investigation where an underlying goal is for students to students toutilize this scientific knowledge to empower their own lives. One must ask, "What would this process look like? Whatwould happen to the students?" Pruyn (1999) argued that the difficult nature of this type of research has limited the numberof studies that investigate small-scale critical classroom approaches. These classroom interactions and approaches willprovide valuable insights into the diffi cult processes that must exist for students to begin to develop transformative notionsof the world.