Bøger i Cultural Studies of Science Education serien

This collection examines issues of agency, power, politics and identity as they relate to science and technology and education, within contemporary settings.

The focus of the book is on different ways of knowing: the western scientific way (reductionist, dualistic and materialist) versus the indigenous approach (holistic, non-dualistic, and spiritual).

This exciting new book advances current practice-based and theoretical knowledge around how youth defines and engages with consumerism to provoke a larger conversation within science and environmental education. It is also geared towards unveiling those literacy praxes that can assist youth to adopt more ethically-oriented consumerist habits. More specifically, this book studies how youth's participation in the global consumer market intersects with media technologies, new literacies, as well as science and the environment from sociocultural perspectives. In addition, it considers how school science has mediated youth participation in hyper-consumerism, from food and technology to shelter and transportation. This important and timely book is a must-read for those interested in topics such as critical youth studies, critical media literacy, STEM, arts-based research, STSE education, citizenship education, cultural studies, policy studies, curriculum studies, socio-scientific issues, technology, sustainability, food studies, social justice, poverty, and consumer behaviour.A wide range of science, technology and environmental educators from Australia, Brazil, Canada, Netherlands and the United States have combined their perspectives to produce this exciting, innovative, timely and important book. It should be essential reading for all teachers, teacher educators and curriculum developers keen to address key issues raised by a commitment to assist students in refining their understanding of what constitutes socially, culturally, ethically and politically responsible consumer practices and supporting them in formulating and engaging in effective individual and collective action.Derek Hodson, Emeritus Professor of Science Education, Ontario Institute for Studies in Education (OISE), University of Toronto, Professor of Science Education at The University of Auckland (New Zealand), and Founding Editor of the Canadian Journal of Science, Mathematics and Technology Education (CJSMTE).The authors in the book deconstruct and analyse intricate economic, sociopolitical and affective networks that are behind the cycles of production, distribution and consumption of objects that are present in youngsters' daily lives and their attitudes towards them. Apart from breaking new ground by proposing and discussing socioculturally informed research about the topic, the book connects with pedagogical approaches that value critical perspectives on the nature of the relationship between science, technology, society and environment. It is a must-read for both researchers and practitioners interested in issues related to sustainability and citizenship education. Isabel Martins, Professor of Science Education, Universidade Federal do Rio de Janeiro/ Federal University of Rio de Janeiro (UFRJ).

Critical examinations target specifically those who are researching in the fields of science education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values.

In this book various scholars explore the material in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries. As a construct, culture can be understood as material and social practice.

This edited volume provides theoretical and practical resources relating to the 'STEPWISE' curricular and instructional framework. 'STEPWISE' is the acronym for Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments. It is a framework for organizing teaching and learning domains in ways that prioritize personal and social actions to address 'critical socioscientific issues' - that is, controversial decisions by powerful individuals/groups about science and technology (and related fields) that may adversely affect individuals, societies and/or environments. The book contains chapters written by and/or with teachers who have used STEPWISE to guide their instructional practices, as well as chapters written by education scholars who have used a range of theoretical lenses to analyze and evaluate STEPWISE - and, in several cases, described ways in which it relates to (or could relate to) their practices and/or ways in which the framework might logically be amended. Overall, this book offers educators, policy makers and others with resources useful for arranging science and technology education in ways that may assist societies in addressing significant potential personal, social and/or environmental problems - such as dramatic climate change, preventable human diseases, species losses, and social injustices - associated with fields of science and technology.

This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and "telling the story", justice-oriented science education researchers will feel more supported in their own journeys. Being a scholar and teacher that sees science education as a space for justice, and thinking/being different, entry into this disciplinary field often comes with tense moments and personal difficulties.The chapter authors of this book break into many painful, awkward, and seemingly nebulous topics, including the intersectional nuances of what it means to be a researcher in the contexts of epistemic rigidness, white supremacy, and neoliberal restructuring. Of course these contexts become different depending on how teachers, students, and researchers are constituted within them (as racialized/sexed/gendered/disposable/valued subjects). We hope that within these narratives readers will identify with similar struggles in terms of what it means to desire to "do good in the world", while facing subtle and not-so-subtle institutional, personal cultural, and political challenges.

The chapters included in this book address two major questions: what are some of the methodological and theoretical issues in sociocultural research in urban education and science education and what sort of questions do technological and virtual contexts raise for these types of research perspectives.

This exciting new book advances current practice-based and theoretical knowledge around how youth defines and engages with consumerism to provoke a larger conversation within science and environmental education. It is also geared towards unveiling those literacy praxes that can assist youth to adopt more ethically-oriented consumerist habits. More specifically, this book studies how youth¿s participation in the global consumer market intersects with media technologies, new literacies, as well as science and the environment from sociocultural perspectives. In addition, it considers how school science has mediated youth participation in hyper-consumerism, from food and technology to shelter and transportation. This important and timely book is a must-read for those interested in topics such as critical youth studies, critical media literacy, STEM, arts-based research, STSE education, citizenship education, cultural studies, policy studies, curriculum studies, socio-scientific issues, technology, sustainability, food studies, social justice, poverty, and consumer behaviour.A wide range of science, technology and environmental educators from Australia, Brazil, Canada, Netherlands and the United States have combined their perspectives to produce this exciting, innovative, timely and important book. It should be essential reading for all teachers, teacher educators and curriculum developers keen to address key issues raised by a commitment to assist students in refining their understanding of what constitutes socially, culturally, ethically and politically responsible consumer practices and supporting them in formulating and engaging in effective individual and collective action.Derek Hodson, Emeritus Professor of Science Education, Ontario Institute for Studies in Education (OISE), University of Toronto, Professor of Science Education at The University of Auckland (New Zealand), and Founding Editor of the Canadian Journal of Science, Mathematics and Technology Education (CJSMTE).The authors in the book deconstruct and analyse intricate economic, sociopolitical and affective networks that are behind the cycles of production, distribution and consumption of objects that are present in youngsters' daily lives and their attitudes towards them. Apart from breaking new ground by proposing and discussing socioculturally informed research about the topic, the book connects with pedagogical approaches that value critical perspectives on the nature of the relationship between science, technology, society and environment. It is a must-read for both researchers and practitioners interested in issues related to sustainability and citizenship education. Isabel Martins, Professor of Science Education, Universidade Federal do Rio de Janeiro/ Federal University of Rio de Janeiro (UFRJ).

This edited volume provides theoretical and practical resources relating to the ¿STEPWISE¿ curricular and instructional framework. ¿STEPWISE¿ is the acronym for Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments. It is a framework for organizing teaching and learning domains in ways that prioritize personal and social actions to address ¿critical socioscientific issues¿ ¿ that is, controversial decisions by powerful individuals/groups about science and technology (and related fields) that may adversely affect individuals, societies and/or environments. The book contains chapters written by and/or with teachers who have used STEPWISE to guide their instructional practices, as well as chapters written by education scholars who have used a range of theoretical lenses to analyze and evaluate STEPWISE ¿ and, in several cases, described ways in which it relates to (or could relate to) their practices and/or ways in which the framework might logically be amended. Overall, this book offers educators, policy makers and others with resources useful for arranging science and technology education in ways that may assist societies in addressing significant potential personal, social and/or environmental problems ¿ such as dramatic climate change, preventable human diseases, species losses, and social injustices ¿ associated with fields of science and technology.

This collection examines issues of agency, power, politics and identity as they relate to science and technology and education, within contemporary settings.

This book reviews cultural factors influencing engagement and non-engagement in science education worldwide, sheds light on the reasons why increasing numbers of students fail to engage with science education, and assesses cultural diversity as a response.

This volume takes on the vital tasks of celebrating, challenging, and attempting to move forward our understanding of equity and diversity in science education. Organized thematically, the book explores five key areas of science education equity research: science education policy;

In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching.

The focus of the book is on different ways of knowing: the western scientific way (reductionist, dualistic and materialist) versus the indigenous approach (holistic, non-dualistic, and spiritual).

This Edited Volume engages with concepts of gender and identity as they are mobilized in research to understand the experiences of learners, teachers and practitioners of physics. The focus of this collection is on extending theoretical understandings of identity as a means to explore the construction of gender in physics education research.This collection expands an understanding of gendered participation in physics from a binary gender deficit model to a more complex understanding of gender as performative and intersectional with other social locations (e.g., race, class, LGBT status, ability, etc). This volume contributes to a growing scholarship using sociocultural frameworks to understand learning and participation in physics, and that seeks to challenge dominant understandings of who does physics and what counts as physics competence. Studying gender in physics education research from a perspective of identity and identity construction allows us to understand participation in physics cultures in new ways. We are able to see how identities shape and are shaped by inclusion and exclusion in physics practices, discourses that dominate physics cultures, and actions that maintain or challenge structures of dominance and subordination in physics education. The chapters offered in this book focus on understanding identity and its usefulness in various contexts with various learner or practitioner populations. This scholarship collectively presents us with a broad picture of the complexity inherent in doing physics and doing gender.

Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. This edited book brings together ten years' work on the research and the practice of coteaching and its impact on teaching and learning, predominantly in the sciences.

This book illuminates a dark educational corner in today's America-students' classroom experiences as they consider, or are illegally prevented from considering, evolutionary theory. It attests to the existential anxieties the theory's cogency can engender.

This book offers a theoretical examination of the process of imagining science in education, describing the opposing concepts of epicization and novelization. The authors argue that novelization can help bring the working world of science alive for students.

This book describes and analyzes the ways that children aged one to five grapple with scientific concepts, and suggests ways in which pre-service and in-service teachers can be trained to support children's development in cultural and historical contexts.

Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge.

Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge.

Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. This edited book brings together ten years' work on the research and the practice of coteaching and its impact on teaching and learning, predominantly in the sciences.

This book reviews cultural factors influencing engagement and non-engagement in science education worldwide, sheds light on the reasons why increasing numbers of students fail to engage with science education, and assesses cultural diversity as a response.

This volume takes on the vital tasks of celebrating, challenging, and attempting to move forward our understanding of equity and diversity in science education. Organized thematically, the book explores five key areas of science education equity research: science education policy;

The chapters included in this book address two major questions: what are some of the methodological and theoretical issues in sociocultural research in urban education and science education and what sort of questions do technological and virtual contexts raise for these types of research perspectives.

Critical examinations target specifically those who are researching in the fields of science education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values.

It is ideal for research students who are confronted with a cosmos of research perspectives, but also for established researchers in various disciplines with an interest in researching emotions, affect, aesthetics, or wellbeing.

As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth." Glen Aikenhead