Ausgabe 3/2022
Inhalt (20 Artikel)
Open Access
Original Paper
Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications
Theila Smith, Lucy Avraamidou, Jennifer D. Adams
Open Access
Original Paper
How microblogging affords conditions for realising student voices about the body and sexuality in a science education lesson
Jo Inge J. Frøytlog, Ingvill Rasmussen, Sten R. Ludvigsen
Open Access
Original Paper
“We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM
Angelina E. Castagno, Jani C. Ingram, Ricky Camplain, Davona Blackhorse
Open Access
Original Paper
Science and poetry: poems as an educational tool for biology teaching
Natalia Calderón Moya-Méndez, Hub Zwart
Open Access
Original Paper
Ideas, hopes, and fears: what young adults think about genome editing, nature, and society
Smillo Ebeling, Ulrich Gebhard
Open Access
Original Paper
“For whom? By whom?”: critical perspectives of participation in ecological citizen science
Pauliina Rautio, Tuure Tammi, Tuomas Aivelo, Riikka Hohti, Anttoni Kervinen, Maria Saari
Original Paper
On the encounter of scientific literature with Afro-Brazilian ancestral pharmacopeias
Pedro Vinícius Castro Magalhães do Amparo, Bárbara Carine Soares Pinheiro
Original Paper
Incorporating indigenous artefacts in developing an integrated indigenous-pedagogical model in high school physics curriculum: views of elders, teachers and learners
Nadaraj Govender, Edson Mudzamiri
Open Access
Forum
Indigenous artefacts and physics curriculum: teaching science as a cultural way of knowing
Dominic Mashoko
Original Paper
A case study of whiteness at work in an elementary classroom
Kristin A. Searle, Colby Tofel-Grehl, Andrea M. Hawkman, Mario I. Suárez, Beth L. MacDonald
Forum
What will we teach the teachers? Grappling with racism in a professional development setting
Lenora Crabtree, Preethi Titu
Forum
Refocusing science professional learning: social justice at the heart
Jacqueline Horgan, Andrea Horowitz
Original Paper
How a marginalized student’s attempts to position himself as an accepted member are constrained or afforded in small-group argumentation
Heesoo Ha, Heui-Baik Kim
Forum
Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning
Soo-Yean Shim, Christina Krist
Original Paper
New geography for resistance: the engagement of diversity in Doc McStuffins as an out-of-school STEM setting
Sheron L. Mark