The three articles in this dissertation explore how curriculum, instruction, and assessments should align with the vision for science learning outlined in the Framework for K-12 Science Education. Together, the papers demonstrate how curriculum, instruction, and assessment, when mutually supportive of each other, can foster a learning environment where teachers and students work together to figure out a compelling, real-world phenomenon. This dissertation also makes the case for looking to a future that truly put students at the center of science learning - for creating environments where students bring in their whole selves and honors their diverse interests and identities, that supports bringing students in to the community and practices of science and then making space to cross the school and science boundary into other communities, intersecting students' ways of knowing and doing. Each paper, through various approaches, endeavors to understand and describe ways in which curriculum, instruction, and assessment can support such an ambitious vision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]