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The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2024-03-19 Stephany RunningHawk Johnson
Education by and for Indigenous peoples needs to focus on and honor the life-affirming notions of land- and place-based connections, our individual and collective responsibilities, reciprocity, and relationships. In todays’ school settings, redefining what ‘success’ looks like as well as supporting Indigenous identities are critical to teaching and learning in general, and for science education in
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Creationism and climate skepticism: power and public understandings of science in America Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2024-03-18 Rebecca Catto
This FORUM article is written in response to ‘Evolutionary Stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum’ by Jenna Scaramanga and Michael J. Reiss published in CSSE in 2023. Starting from a sociological rather than pedagogical standpoint, the article aims to situate Accelerated Christian Education’s curriculum in relation to evolution and climate
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A science teacher’s experiences when fostering intercultural competence among students in multilingual classrooms: a narrative study Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2024-03-18 Uma Ganesan, Amanda R. Morales
Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering collaborative discourse among students with diverse cultural
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Myths and matters of science education: a critical discourse on science and standards Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2024-03-13 Beatrice Dias
In this forum paper, I grapple with critical questions about our understanding of science as a discipline and the education standards formulated within that framing. My exploration is contextualized in our current socio-political climate and is presented in discourse with Charity Winburn’s Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science
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Evolution and climate change within the political project of conservative Christian homeschooling Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2024-03-09 David E. Long
This Forum article extends themes and critical observations within Jenna Scaramanga and Michael Reiss’s article ‘Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum,’ published in CSSE. The Accelerated Christian Education curriculum is a package of homeschool units and lesson designed to underscore and support conservative Christian students
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Evolutionary change over time: The history of history in US fundamentalist school publishing Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2024-03-09 Adam Laats
Jenna Scaramanga and Michael Reiss, in their article, “Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum,” examine multiple editions of science materials produced by Accelerated Christian Education, ranging from the 1980s to the 2010s. They find that the materials offer a profoundly limited vision of science education, one dominated more
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(Re)defining expert in science instruction: a community-based science approach to teaching Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2024-02-10 Symone A. Gyles, Heather F. Clark
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Towards authentic purposes for student science writing using culturally relevant pedagogy Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2024-02-06 Quentin C. Sedlacek, Karla Lomelí
A growing body of research demonstrates the value of asking students to write about science for authentic purposes. But which purposes–and, just as importantly, whose purposes–count as authentic? In this theoretical article, we review several conceptions of authentic purpose drawn from science education and literacy education and use these to question the meaning and significance of authenticity in
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Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-12-16 Kerry Chappell, Lindsay Hetherington
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Exploring risk perceptions: a new perspective on analysis Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-11-16 Kathryn Garthwaite, Sally Birdsall, Bev France
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Leveraging strengths of a research-practice partnership to support equitable science teaching during the COVID-19 pandemic Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-11-01 Rachel Ruggirello, Alison Brockhouse, Maia Elkana
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The role of teacher support in students’ engagement with representational construction Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-11-01 Line Ingulfsen, Anniken Furberg, Erik Knain
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Performing legitimate choice narratives in physics: possibilities for under-represented physics students Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-10-30 Anders Johansson, Anne-Sofie Nyström, Allison J. Gonsalves, Anna T. Danielsson
Higher education physics has long been a field with a disproportionately skewed representation in terms of gender, class, and ethnicity. Responding to this challenge, this study explores the trajectories of “unexpected” (i.e., demographically under-represented) students into higher education physics. Based on timeline-guided life-history interviews with 21 students enrolled in university physics programs
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Just worlding design principles: childrens’ multispecies and radical care priorities in science and engineering education Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-09-20 Anastasia Sanchez
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Radical care as a science and engineering education response to climate change Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-08-26 Kristin L. Gunckel
Science education and science education research have long taken a lead in educating the public about climate change by arguing that the public needs to understand the scientific models that explain the mechanisms of global warming and predict future impacts. However, as of yet, this focus on understanding climate models has failed to have an impact on motivating a coherent societal response to climate
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Comparative analysis of chemistry teaching in city center and suburban public schools in Brazil: how school reputation and social profile influence chemistry teaching and high school students’ performance in science Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-08-11 Matheus dos Santos Barbosa da Silva, Ana Cláudia Kasseboehmer
In this paper, we present our study into how teaching practices in chemistry are socially stratified under the center–suburban divide in a medium-sized city, located in the State of São Paulo, Brazil. The paper mainly draws upon the Bourdieusian-inspired concepts of institutional habitus and symbolic capital to examine how institutional discourses and norms are embodied and implemented by chemistry
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The dominant model of meat production and consumption as a socially acute question for activist education Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-08-02 Aurelio Cabello-Garrido, Daniel Cebrián-Robles, Enrique España-Ramos, Francisco José González-García, Isabel María Cruz-Lorite, Paloma España-Naveira, Ángel Blanco-López
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What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-08-01 Mariela Norambuena-Meléndez, Gonzalo R. Guerrero, Corina González-Weil
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Framing and determining science content and standards for cultural representation of African American heritage in science content knowledge Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-08-02 Catherine L. Quinlan
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Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-07-25 Charity R. Winburn
Since the adoption of the No Child Left Behind Act, states have had to adopt rigorous, K-12 academic science standards to secure federal funding. Corresponding to this legislation and a concurrent call for equitable, relevant science standards, the Next Generation Science Standards were developed. As the country learns to coexist with the Covid-19 pandemic, science educators and policymakers need to
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“I can do data for my people”: experiences of giving back for Native undergraduates in computing Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-06-19 Nuria Jaumot-Pascual, Kathy DeerInWater, Maria Ong, Christina B. Silva
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The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-05-23 Nora Alicia Luna, James C. Jupp
Our study traces the pernicious whiteness of coloniality in elementary science classrooms in El Sur de Tejas, Aztlán. Our research method was an ethnographic case study that enabled us to explore participants’ identities within bioregional contexts. In our findings, we emphasize the pernicious whiteness of coloniality via the participants’ personal and professional identity tensions. Through our analysis
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Funds of knowledge in Muslim culture in the southern border provinces of Thailand for culturally responsive physics education Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-05-23 Roseleena Anantanukulwong, Surasak Chiangga, Pongprapan Pongsophon
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Stretching the border: living in complementary and contradictory spaces Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-05-22 Bhaskar Upadhyay
I approach this paper from a critical retro-reflective stance, which explores borders both physical and educational through my pedagogical experiences in a high school in India, home experiences in the geographical borderlands of Nepal and India, and my current work in Nepal and the United States. All of the anecdotes or data originate from my personal experiences that include my siblings, friends
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Boundaries and borderlands viewed from the perspective of a fluid ontology Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-05-20 Wolff-Michael Roth
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Beyond neat classifications: A case for the in-betweens Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-05-18 Mitch Bleier
Simplified, reductionist approaches to curriculum design and delivery are pervasive in science education. In ecological curricula—particularly in, but not limited to K-12—biomes, ecosystems, habitats, and other units of study are simplified and presented as static, easily identified and described entities. Characteristics, components, and representative phenomena of each are taught, and student learning
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Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-05-18 Jenna Scaramanga, Michael J. Reiss
There has been little consideration in the science education literature of schools or curricula that advocate creationism. Accelerated Christian Education (ACE) is among the world’s largest providers of creationist science materials with a curriculum divided into a system of workbooks which students complete at their own speed. This article examines the ways in which ACE presents particular areas of
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Preschool teachers’ science teaching practices: earth and space Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-05-12 Sema Öngören
This study aims to examine preschool teachers' earth and space science practices and the expected achievements of children in these practices. The research was conducted with a phenomenological pattern. Participants of the study consisted of 28 preschool teachers working in public schools and determined by the criterion sampling method, one of the purposeful sampling methods. Research data were collected
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Pictorial representations of preservice elementary teachers’ views about science teaching and learning Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-05-03 William Medina-Jerez, Lucia Dura, Maria Pérez-Piza
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The emergence of remote laboratory courses in an emergency situation: University instructors’ agency during the COVID-19 pandemic Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-04-28 Gyeong-Geon Lee, Da Yeon Kang, Myeong Ji Kim, Hun-Gi Hong, Sonya N. Martin
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This is not a research article: an invitation to mobilize knowledge from the epistemological borderlands of social science Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-04-28 Patricia Krueger-Henney, Tricia Kress, Simone Amorim
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The concept of alterity: its usage and its relevance for critical qualitative researchers in the era of Trump Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-04-28 E. Anthony Muhammad
Alterity is a concept with an extensive yet elusive history. Popularly conceived of as radical difference and Otherness, I identify alterity as the source of much of the virulent forms of racism, sexism, islamophobia, and other dichotomies in society that pit one group against another. Coming out of the tradition of critical qualitative inquiry, I offer a genealogy of the concept of alterity through
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Borderlands in science Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-04-28 Daryl E. Chubin
This article is a personal reflection on borderlands as a professional home. Researchers who find themselves beyond their home discipline, i.e., the one in which they have been credentialed, have tried to assign terms for their location and its psychological ramifications. Defying an intellectual lane is to traverse a boundary that is constricted by a paradigm and a way of looking at and framing research
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Reconceptualization of borderlands, borders, and spaces within a multi-theoretical perspective Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-04-28 Alejandro J. Gallard Martínez, Angela Chapman
Too often, we associate the idea of borderlands as geographical areas that divide one state or country from another. Such a narrow view of borderlands is perhaps fostered by media that minimizes this concept to border crossings of illegal immigrants. We define borderlands as complex sociocultural sites in which cultures are enacted and contested and filled with multiple cultural paths that determine
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“Popping it” as family in Mosquitoes & Me: affective accumulation and Anzaldúan aesthetic consciousness in Ciencia Zurda Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-04-28 Katherine Richardson Bruna, Jennifer Farley, Lyric Bartholomay
This article uses key concepts of Anzaldúan philosophy to describe the Mosquitoes & Me summer camp as ciencia zurda or left-handed science. It details a day-in-the-life portrait of Elena, a first-generation Latina middle schooler, as she experiences the opportunities that Mosquitoes & Me provided for self-other bridge crossing and radically relational, Nepantlan potential. Our discussion of Elena’s
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Schools as Borderlands: How Anzaldúa’s concept of Borderlands apply to schools that serve Black communities Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-04-28 Gene Fellner
Many young people in Newark, New Jersey, when they cross the invisible line that separates street from school, enter what constitutes for them an alien territory, a place where their values, experiences and their ways of talking and thinking are not acknowledged, respected, or welcomed. At the same time, schools are also one of the few places where Black youth will interact and form relationships with
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Science teacher beliefs in conflict-affected zones of Jammu and Kashmir Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-04-28 Rehka Koul, Garima Bansal
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Expanding the border of science education through the lens of Buddhist mindfulness Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-04-28 Yau Yan Wong, Chatree Faikhamta
This is a hermeneutic phenomenological study that describes and interprets Wong’s, the first author lived experience in the borderlands of science and Buddhist mindfulness as a science education doctoral student in Thailand. I explore my experiences in learning with multiple mindfulness teachers, including Thich Nhat Hanh from Buddhist traditions. and Additionally, I explore the affordances of being
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The intersectional experience of Faith teaching science within an Afro-centric school model Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-20 Stefanie L. Marshall, Bisola A. Wald
In this paper, we reflect on Luisa Marco-Bujosa’s paper, Soul searching in teaching science for social justice: an exploration of critical events through the lens of intersectionality. Our goal is to offer the reader a deeper understanding of the principles and epistemologies of Afrocentric schooling that were foundational to Faith’s intersectional experience as she taught science for social justice
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Dwelling in borderlands: a conversation between two science teachers-researchers Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-17 Cristiano B. Moura, Andreia Guerra
Inspired by Freire’s principle of dialogue, in this article we present a series of dialogues and critical syntheses between a science teacher-researcher with 35 years of experience and an early-career science teacher-researcher. We explore being in-between academic research in science education and high school teaching. Following Anzaldúa’s conceptualization, this site is characterized as a Borderland
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Reimagining Freire: beyond human relations Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-17 Naya Jones
By bridging critical pedagogy and environmental praxis, the contributions in this forum build on Freire’s legacy while stretching his work. As the authors attend to more-than-human life, they theorize and enact relational ways of knowing. Through participatory and multisensory pedagogies, they counter dichotomies between nonhuman and human nature, student and teacher. In this response, I consider how
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100 years of gratitude: what I learned from Freire Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-15 Shirley R. Steinberg
Learning from Freire can be a live-long endeavor, always adding humor, rigorous critical theory, and narrative. This article addresses the theoretical and cognitive ways in which Freire can be embraced. Moving far beyond banking education and fixed ideological notions of Freire’s work, it is important to consider the tentative when reading and teaching Freire. Avoiding the creation of sentimentality
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Sociopolitical solidarity in STEM education: youth-centered relationships that resist learning as just achievement data Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-15 Colin Hennessy Elliott, Keidy Alcantara, Yoelis Brito, Pricilla Dua
In this paper, we—a participatory action group—use the tenants of critical pedagogy to articulate how youths developed relationships for and with STEM disciplinary practices through participation in spaces outside of the official scripts of their high school STEM classrooms in the United States. Spaces included their robotics team, a hybrid digital collaborative space, and in an extra project with
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Intra-action analysis of emergent science phenomena: examining meaning-making with the more than human in science classrooms Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-16 Rishi Krishnamoorthy
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Reflecting on Freire: a praxis of radical love and critical hope for science education Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-15 Betzabé Torres Olave, Sara Tolbert, Alejandra Frausto Aceves
In this introductory manuscript, we present our vision for this special issue as a space for cultivating collective becomings in/with love, critical hope, and solidarity. We also contemplate our intentions and goals for putting together a special issue such as this one. We then take a position as insider–outsiders of science education, moved by values such as attention, humility, and risk, and vulnerability
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Decolonial scientific education to combat ‘science for domination’ Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-15 Danilo Seithi Kato, Arthur Galamba, Bruno Andrade Pinto Monteiro
In this article, we argue that mainstream science education is contaminated by neoliberal values and functions in the service of political domination and exploitation and that a neoliberal and exploitative science education does not contribute to the building of a sustainable and just world. The work from Paulo Freire and Enrique Dussel underpin the tenets of decolonial pedagogies. We draw on their
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Freirean inspirations in solidary internationalism between East Timor and Brazil in science education Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-04 Suzani Cassiani, Irlan von Linsingen
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Special issue “reflecting on Freire: a praxis of radical love and critical hope for science education”—theme: transnational collaborations and solidarities Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-04 Haira Gandolfi
In this article I will examine some of the issues raised by the following three articles in this special issue about Paulo Freire and science education: Jenny Tilsen’s “The freshness of irreverence”: learning from ACT UP towards socio-political action in science education”; Suzani Cassiani and Irlan von Linsingen’s “Freirean inspirations in solidary internationalism between East Timor and Brazil in
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A Freirean liberatory perspective of community colleges education: critical consciousness and social justice science issues in the biology curriculum Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-03-01 Marcela Bernal-Munera
This paper discusses the value of a Freirean liberatory perspective in community colleges, countering the traditional “second chance” or “social reproduction” viewpoints attributed by scholars to the education offered in these institutions, emphasizing its vital need in science and healthcare careers education. I explore the potential of this perspective by providing illustrative examples from a biology
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The impacts of animal farming: a critical review of secondary and high school textbooks Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-21 Rui Pedro Fonseca
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Science education and cultural diversity: Freire’s concept of dialogue as theoretical lens to study the classroom discourse of science teachers Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-21 Gonzalo Peñaloza, Jairo Robles-Piñeros, Geilsa Costa Santos Baptista
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“The freshness of irreverence”: learning from ACT UP toward sociopolitical action in science education Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-21 Jenny Tilsen
This article explores ACT UP (AIDS Coalition to Unleash Power) through a Freirean lens of critical consciousness, dialogue, and transformation. The purpose is to draw from where there have been processes of engagement of sociopolitical action in science and how these spaces can become meaningful entry points to take toward making a “sociopolitical turn” in science education, as well as in science more
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Navigating into the future of science museum education: focus on educators’ adaptation during COVID-19 Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-21 Hyunok Lee, Da Yeon Kang, Myeong Ji Kim, Sonya N. Martin
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Embracing a lover’s discourse in academia Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-19 Jesse Bazzul
This paper makes the case that love, in particular a lover’s discourse, is regularly excluded from the work we do in higher education. As educators, we are seldom empowered to reach for a discourse of love, nor are we taught to embody love explicitly in our work. This doesn’t mean that love doesn’t exist in education, but rather something more sinister: that the structural and affective aspects of
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Freire’s hope in radically changing times: a dialogue for curriculum integration from science education to face the climate crisis Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-19 Iván Salinas, M. Beatriz Fernández, Daniel Johnson, Nataly Bastías
This article advances a dialogue for understanding curriculum integration as a form of radical pedagogy, starting from science education in times of climate crisis. The paper weaves Paulo Freire’s work about a radical form of emancipatory pedagogy, bell hooks’s proposal to transgress boundaries in teaching, and the landscape of identities for science persons in order to embrace a radical pedagogy for
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Dialoguing with Freire and Butler about chaos: a provocative organising exercise in my PhD Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-19 Paulina Bravo
The sociopolitical turn in science education calls for transgressing/trespassing boundaries, troubling the hermeticism of the field that has avoided seeing itself under the lens of social, critical, or philosophical theories. As such, the purpose of this article is to show a provocative way in which I organised my thoughts and analysis during my PhD process, attempting to engage with the sociopolitical
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Exclosure (or what we risk losing) Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-19 Marijke Hecht
This is a story of becoming. In this creative non-fiction essay, I share a case study of an informal science program for high school aged youth that took place over 5-weeks one summer in an urban park in Pittsburgh, PA, USA. I conducted observations, interviews, and artifact analysis to explore how youth environmental interest and identity developed through relational processes between human and more-than-human
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Putting science education in its place: the science question in social justice education Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-18 Daniel Morales-Doyle
By arguing for putting science education in its place, this essay cautions against overstating the role of science education with respect to global crises with technical components, like climate change. At the same time, it challenges the assumption that science education has no role in addressing equally urgent and widespread problems of oppression, like white supremacy. Putting science education
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Turkish middle school students’ evaluation of fallacious claims about vaccination Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-18 Ertan Cetinkaya, Deniz Saribas
In today’s world, there is too much information pollution and people circulate it without questioning, and the claims on controversial issues often contain fallacies and conspiracy theories. Considering this point of view, it is necessary to create citizens who critically evaluate information. In order to achieve this goal, science educators need to address students’ evaluation of fallacies on controversial
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A framework for meta-learning in science education for a time of crisis and beyond Cult. Stud. Sci. Educ. (IF 1.538) Pub Date : 2023-02-18 Lucía B. Chacón-Díaz