Pub Date : 2022-06-05DOI: 10.1007/s11422-022-10101-y
Jo Inge J. Frøytlog, I. Rasmussen, S. Ludvigsen
{"title":"How microblogging affords conditions for realising student voices about the body and sexuality in a science education lesson","authors":"Jo Inge J. Frøytlog, I. Rasmussen, S. Ludvigsen","doi":"10.1007/s11422-022-10101-y","DOIUrl":"https://doi.org/10.1007/s11422-022-10101-y","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"661 - 682"},"PeriodicalIF":1.2,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48774552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-05DOI: 10.1007/s11422-022-10121-8
Kristin A. Searle, Colby Tofel-Grehl, Andrea M. Hawkman, M. Suárez, Beth L. MacDonald
{"title":"A case study of whiteness at work in an elementary classroom","authors":"Kristin A. Searle, Colby Tofel-Grehl, Andrea M. Hawkman, M. Suárez, Beth L. MacDonald","doi":"10.1007/s11422-022-10121-8","DOIUrl":"https://doi.org/10.1007/s11422-022-10121-8","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"875 - 898"},"PeriodicalIF":1.2,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48058285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-24DOI: 10.1007/s11422-022-10118-3
Natalia Calderón Moya-Méndez, H. Zwart
{"title":"Science and poetry: poems as an educational tool for biology teaching","authors":"Natalia Calderón Moya-Méndez, H. Zwart","doi":"10.1007/s11422-022-10118-3","DOIUrl":"https://doi.org/10.1007/s11422-022-10118-3","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"727 - 743"},"PeriodicalIF":1.2,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43632026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-20DOI: 10.1007/s11422-022-10122-7
Soo-Yean Shim, Christina Krist
This commentary to Ha and Kim’s article suggests three ways to expand the interpretive functions of framing to explore and support marginalized students’ participation in collaboration and learning, based on our comprehensive review of Ha and Kim’s and other relevant studies. We argue that framing can be a useful tool for (1) understanding both moment-to-moment and long-term changes in classroom communities, (2) gaining insights into students’ identity work and figured worlds, and (3) exploring the dynamics of students’ epistemological and positional perceptions. Researchers and practitioners could build on these arguments about the expansive uses of framing to foster students’ equitable interactions and productive learning in classroom communities.
本文是对 Ha 和 Kim 文章的评论，根据我们对 Ha 和 Kim 以及其他相关研究的全面回顾，提出了三种方法来扩展框架的解释功能，以探索和支持边缘化学生参与合作与学习。我们认为，框架可以作为一种有用的工具，用于：（1）理解课堂社区的瞬间变化和长期变化；（2）深入了解学生的身份工作和形象世界；（3）探索学生认识论和立场观念的动态变化。研究人员和实践者可以在这些论点的基础上，扩大框架的使用范围，促进学生在课堂社区中的平等互动和富有成效的学习。
{"title":"Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning","authors":"Soo-Yean Shim, Christina Krist","doi":"10.1007/s11422-022-10122-7","DOIUrl":"https://doi.org/10.1007/s11422-022-10122-7","url":null,"abstract":"<p>This commentary to Ha and Kim’s article suggests three ways to expand the interpretive functions of framing to explore and support marginalized students’ participation in collaboration and learning, based on our comprehensive review of Ha and Kim’s and other relevant studies. We argue that framing can be a useful tool for (1) understanding both moment-to-moment and long-term changes in classroom communities, (2) gaining insights into students’ identity work and figured worlds, and (3) exploring the dynamics of students’ epistemological and positional perceptions. Researchers and practitioners could build on these arguments about the expansive uses of framing to foster students’ equitable interactions and productive learning in classroom communities.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"16 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1007/s11422-022-10120-9
Jacqueline Horgan, Andrea Horowitz
{"title":"Refocusing science professional learning: social justice at the heart","authors":"Jacqueline Horgan, Andrea Horowitz","doi":"10.1007/s11422-022-10120-9","DOIUrl":"https://doi.org/10.1007/s11422-022-10120-9","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"907 - 913"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47098207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-17DOI: 10.1007/s11422-022-10102-x
Smillo Ebeling, Ulrich Gebhard
{"title":"Ideas, hopes, and fears: what young adults think about genome editing, nature, and society","authors":"Smillo Ebeling, Ulrich Gebhard","doi":"10.1007/s11422-022-10102-x","DOIUrl":"https://doi.org/10.1007/s11422-022-10102-x","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"745 - 764"},"PeriodicalIF":1.2,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47335924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-09DOI: 10.1007/s11422-022-10119-2
Lenora M. Crabtree, Preethi Titu
{"title":"What will we teach the teachers? Grappling with racism in a professional development setting","authors":"Lenora M. Crabtree, Preethi Titu","doi":"10.1007/s11422-022-10119-2","DOIUrl":"https://doi.org/10.1007/s11422-022-10119-2","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"899 - 906"},"PeriodicalIF":1.2,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47514930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-02DOI: 10.1007/s11422-021-10061-9
Pedro Vinícius Castro Magalhães do Amparo, Bárbara Carine Soares Pinheiro
{"title":"On the encounter of scientific literature with Afro-Brazilian ancestral pharmacopeias","authors":"Pedro Vinícius Castro Magalhães do Amparo, Bárbara Carine Soares Pinheiro","doi":"10.1007/s11422-021-10061-9","DOIUrl":"https://doi.org/10.1007/s11422-021-10061-9","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":"795 - 814"},"PeriodicalIF":1.2,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43729632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-27DOI: 10.1007/s11422-022-10109-4
Monica L. Miles, ReAnna S. Roby
The contributions, participation, and exploitation of Black people within science and science education are devalued within the cannon of science teaching and learning. This in part is due to the Eurocentric nature of science and education. As a result, Black youth participate in science regularly; however, it is overlooked, not recognized, and/or misinterpreted within formal learning experiences. In this qualitative case study, the authors address this tension through the oral traditions of storytelling which historicize Black excellence in science while centering the voices and engagement of youth as scientists. This work is guided by critical race theory as a means of critiquing science education and its practices. While presenting a counter-narrative to mainstream science descriptions of Black youth, the authors posit the role of liberatory science education for Black learners.
{"title":"Black liberatory science education: positioning Black youth as science learners through recognizing brilliance","authors":"Monica L. Miles, ReAnna S. Roby","doi":"10.1007/s11422-022-10109-4","DOIUrl":"https://doi.org/10.1007/s11422-022-10109-4","url":null,"abstract":"<p>The contributions, participation, and exploitation of Black people within science and science education are devalued within the cannon of science teaching and learning. This in part is due to the Eurocentric nature of science and education. As a result, Black youth participate in science regularly; however, it is overlooked, not recognized, and/or misinterpreted within formal learning experiences. In this qualitative case study, the authors address this tension through the oral traditions of storytelling which historicize Black excellence in science while centering the voices and engagement of youth as scientists. This work is guided by critical race theory as a means of critiquing science education and its practices. While presenting a counter-narrative to mainstream science descriptions of Black youth, the authors posit the role of liberatory science education for Black learners.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"18 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1007/s11422-022-10117-4
Terrance Burgess
In her critical analysis of a popular children’s television show which centers the experiences of a Black girl veterinarian, Sheron Mark finds that although the positioning of these identities illustrates progress vis-à-vis representation, diversity through representation further upholds whiteness. Consequently, to meaningfully engage tenets of diversity and equity in STEM formal and informal learning spaces, the sociocultural contextual factors that account for the systems of power which shape broader ideological perspectives of STEM must be acknowledged. As she calls for such a reckoning within informal and formal STEM spaces, this forum contributes to Mark’s argument by illustrating how the term “equity” is operationalized within current science reform-aligned curricula. Throughout the forum, I provide parallel examples of how such standards which implicate equity function much like diversity, thus maintaining whiteness. Returning to Mark’s charge, this forum concludes with an actionable vision for STEM learning that is truly accommodating of diverse epistemologies and identities in the pursuit of a more equitable STEM experience for youth of color.
{"title":"All that glitters is not gold: confronting race-neutral perspectives on diversity and equity across STEM curricula","authors":"Terrance Burgess","doi":"10.1007/s11422-022-10117-4","DOIUrl":"https://doi.org/10.1007/s11422-022-10117-4","url":null,"abstract":"<p>In her critical analysis of a popular children’s television show which centers the experiences of a Black girl veterinarian, Sheron Mark finds that although the positioning of these identities illustrates progress vis-à-vis representation, diversity through representation further upholds whiteness. Consequently, to meaningfully engage tenets of diversity and equity in STEM formal and informal learning spaces, the sociocultural contextual factors that account for the systems of power which shape broader ideological perspectives of STEM must be acknowledged. As she calls for such a reckoning within informal and formal STEM spaces, this forum contributes to Mark’s argument by illustrating how the term “equity” is operationalized within current science reform-aligned curricula. Throughout the forum, I provide parallel examples of how such standards which implicate equity function much like diversity, thus maintaining whiteness. Returning to Mark’s charge, this forum concludes with an actionable vision for STEM learning that is truly accommodating of diverse epistemologies and identities in the pursuit of a more equitable STEM experience for youth of color.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":"17 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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