Participatory action research is an empowering approach to advance researchwithparticipants. This paper describes and discusses the process and outcomes in engagingcogenerative dialogue (cogen) and coteaching in participatory action research (PAR) tosupport science curriculum change in a Singapore lower track classroom. Theintervention was introduced afterresearching in a science teacher’stwolowertracker classrooms for about 18 months and observing that his lessons wereteacher-centered and he experienced difficulty engaging the students. Using theempirical findings to inform teaching practice, the researchers engaged the scienceteacher and two selected students in two cogen sessions to identify issues with thescience lessons. The students suggested solutions which were taken up and used toplan and design revised lessons co-taught by the science teacher and one researcher.This paper describes changes to the teacher’s and researcher’s teaching, learning, andresearch experiences through the lens of cogen and PAR. Transcripts from one cogensession, one cotaught lesson, one teacher interview, and one researcher’s writtenreflections were analyzed to distil affordances of PAR that led to changes in theclassroom practices, views about science teaching and ways to carry out scienceresearch. The study illuminates the potentially transformative role of cogen, whencoupled with action research, in Singapore and other classrooms.

• Enabling classroom change by infusingcogen and coteaching in participatoryaction research