Science remains a masculine discipline and science education research aligns itself with 'science', rather than education, while using social science research techniques and practices. Science education is a conservative, heteronormative discipline (Lemke, 2011). Our initial [science] discipline was chemistry, the study of matter and energy. From that beginning we transitioned into research focused on the teaching and learning of chemistry predominantly using socio-cultural theories to frame questions, analyse data and interpret outcomes. However, this focus ignored the very matter for which we professed a passion to understand. Indeed, research focused on the teaching and learning of chemistry has not used post-humanistic theories that acknowledge matter's agency, nor does it de-centre humans from the quest to understand the how and why of matter. This presentation will discuss post-qualitative material feminist research|practices, such as, photovoice, snaplogs and cogenerative dialogues through examining images of evocative objects that serve to bring together matter and human in the evoking of phenomena that is the focus of both epistemology and ontology. Evocative objects connect intellect and emotion (Turkel, 2007). With snap logs and photovoice participants identify evocative objects and 'snap' a digital picture, and through written (snap log) or verbal (photovoice) text explain their choice (Bramming et. al., 2012). The 'documentation facilitates students' understanding that they are 'of the world' through intra-action with an evocative object which has had the agency to engage the students. Cogenerative dialogues are a form of praxis used by students, teachers and researchers to engage in critical discussions on science classroom practices with the intent of establishing equitable teaching and learning structures by generating local knowledge, proposing and enacting changes to promote equity (Stith & Roth, 2006). When focused on power structures that impact females, cogenerative dialogues as research|pedagogy|practice considered feminist praxis (Author, 2008). This paper discusses how our scholarly 'location' within science education/science as feminist researchers places us in a transdisciplinary 'transition state*' which produces unsettled feelings, high energy and maximum entropy. In our education research we mimic the practices developed from our science experiences to focus on matter and consider the consequences of the material in framing and analyzing the research (Lykke, 2010). *Transition State: Chemical reactions involve breaking and re-formulating chemical bonds. A transition is a point in the process of breaking/forming bonds where the energy is at a maximum. The bond/s involved is/are neither formed nor broken; they are partial.

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