Cultural Studies of Science Education最新文献

This work aims to examine how science teachers ensured equity during the COVID-19 pandemic. The participants are six science teachers who were teaching in different middle schools within the Lisbon district. Their classes were heterogeneous, with students from different socio-economic backgrounds and ethnicities, and with diverse levels of motivation to learn science and in their academic performance in science. Data were collected through written reflections and interviews. In a crisis context such as COVID-19, which affected schools worldwide, the study contributes to deepening our knowledge about equity during crisis, presenting several measures taken by teachers to deal with the pandemic. Teachers gave instructions to their students to attend classes through public television, which was accessible to the entire population, and developed complementary materials on it. Also, they created moments of individualized support to face situations of inequity, using distance learning platforms or other means of communication. Teachers built and implemented activities that value hands-on and problem solving, enabling their students to achieve academic success. We believe this paper allows the science education community to reflect on possibilities to ensure equity in the context of unpredictable crises.

Exposure and experience with ethical dilemmas and controversial socioscientific issues provide a link to students' lives or a pathway for sympathy/empathy and care, where youth use emotion to engage with the scenario and develop critical thinking skills to respond to ethical issues. For this theoretical paper, I focus on how informal science can be used in science classes to provide such exposure and experience, creating spaces for students to foster erotic relationships with the nature-Other and their local environment. More specifically, this paper aims to discuss how educators can use these informal science experiences, and in this case-those involving marine mammals, to find value for natural phenomena through erotic generosity and phenomenological experiences within the environment and use their knowledge and power to act responsibly.

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 beings. As a participant-observer, I tried to focus my attention on learning about learning. But I kept getting pulled from my research to something bigger, something messier. In my essay, I reflect on what it meant for our small group to become naturalists together, juxtaposing the diversity of our human cultures/histories/languages/selves with the diversity of the park, from the soil to the tree canopy. I then draw intimate connections between the twin losses of biological and cultural diversity. By using narrative storytelling, I invite the reader to come on a journey with me through the story of my own ideas, the ideas of the youth and educators I worked with, and the story of the land itself.

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 science education"; and Gonzalo Peñalosa, Jairo Robles-Piñeros and Geilsa Costa Santos Baptista's "Science Education and Cultural Diversity: Freire's Concept of Dialogue as Theoretical Lens to Study the Classroom Discourse of Science Teachers". Brought together within this special issue under the theme of Transnational collaborations and solidarities, these articles explore the possibilities and tensions that emerge from thinking and practicing a Freirean-inspired science education that enables socio-political action and transformation by marginalised communities across the world. In this review, I will focus on ideas raised (to different extents) across these articles around three interrelated areas-interculturality and decoloniality, socio-political transformation, and teacher education and work-with the aim of expanding on what transnational inspirations and collaborations such as the ones promoted by this special issue can mean to those of us across the world working against the grain of marginalisation and dehumanisation (of students and teachers) from within science education.

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, we subjunctively begin to outline what we call the multigenerationality of subtractive schooling.

This study examines science teacher beliefs working in the conflict-affected zones of Jammu and Kashmir. Research in these areas indicates that teacher beliefs influence their classroom practices and student learning outcomes and that teacher beliefs are highly context sensitive. Using data collected from a questionnaire and focussed group discussions, this research elucidates science teachers' beliefs regarding how conflict affects classroom practices, conflict and teaching issues, the multifaceted role of teachers in conflict-affected zones, the role of science education in ameliorating conflict, and the changing role of teachers during three decades of active conflict in Jammu and Kashmir. A nuanced picture of teacher beliefs originated from this study suggesting that despite challenges teachers are committed to children's academic, cognitive, and psychosocial growth.