This chapter reviews theoretical and empirical contributions that advance our understanding of the sociocultural processes that propel learning and development. These contributions include Rogoff’s (Learning in doing: Social, cognitive, and computational aspects. Cambridge University Press, Cambridge, pp. 139–164, 1995) Planes of Sociocultural Activity model, which analyses sociocultural activity, development and learning at three mutually constituting planes. A community plane centred on apprenticeship systems focuses on ways humans participate in culturally organised activities that develop mature participation by less experienced individuals. An interpersonal plane includes processes of guided participation where more expert others and peers interact with apprentices while managing roles, structuring situations and communicating, steering learning and development. An individual plane entailing processes of participatory appropriation focuses on ways individuals transform their understanding of and responsibility for activities through active involvement in culturally valued activities. We employ this model to structure the methodological framework, Learning Together. At the individual plane, Learning Together defines the repertoire of knowledge, abilities, and values whose appropriation we foster in children so they participate competently in socioscientific practices. The framework further proposes concrete teaching-learning strategies at the interpersonal plane, centred on guided participation through dialogic inquiry. Lastly, the framework specifies global intervention strategies at the community plane to design Communities of Dialogic Inquiry as an apprenticeship system.