Ausgabe 3/2023
Inhalt (21 Artikel)
Soul searching in science teaching: an exploration of critical teaching events through the lens of intersectionality
Lisa M. Marco-Bujosa
The intersectional experience of Faith teaching science within an Afro-centric school model
Stefanie L. Marshall, Bisola A. Wald
Intersecting identities and the transformative experiences of a beginning science teacher
Demetrice Smith-Mutegi
"Yardie get di blame": exploring positionality, transnationalism, and cultural capital in social justice STEM education
Takeshia Pierre, Chonika Coleman-King
A framework for meta-learning in science education for a time of crisis and beyond
Lucía B. Chacón-Díaz
The emergence of remote laboratory courses in an emergency situation: University instructors’ agency during the COVID-19 pandemic
Gyeong-Geon Lee, Da Yeon Kang, Myeong Ji Kim, Hun-Gi Hong, Sonya N. Martin
Equity in teaching science during times of crisis: a study with Portuguese science teachers
Mónica Baptista, Estela Costa, Iva Martins
Navigating into the future of science museum education: focus on educators’ adaptation during COVID-19
Hyunok Lee, Da Yeon Kang, Myeong Ji Kim, Sonya N. Martin
Science education in a world in crisis: contributions from the South to a defense of a cultural–historical approach in science teaching
Cristiano B. Moura, Steve Alsop, Tania Camel, Andreia Guerra
The identity turn in science education research: a critical review of methodologies in a consolidating field
Anna T. Danielsson, Heather King, Spela Godec, Anne-Sofie Nyström
Instructions, commands, and coercive control: a critical discourse analysis of the textbook representation of the living cell
Charudatta Navare
Funds of knowledge in Muslim culture in the southern border provinces of Thailand for culturally responsive physics education
Roseleena Anantanukulwong, Surasak Chiangga, Pongprapan Pongsophon
Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum
Jenna Scaramanga, Michael J. Reiss
The impacts of animal farming: a critical review of secondary and high school textbooks
Rui Pedro Fonseca
Intra-action analysis of emergent science phenomena: examining meaning-making with the more than human in science classrooms
Rishi Krishnamoorthy
“I can do data for my people”: experiences of giving back for Native undergraduates in computing
Nuria Jaumot-Pascual, Kathy DeerInWater, Maria Ong, Christina B. Silva
The dominant model of meat production and consumption as a socially acute question for activist education
Aurelio Cabello-Garrido, Daniel Cebrián-Robles, Enrique España-Ramos, Francisco José González-García, Isabel María Cruz-Lorite, Paloma España-Naveira, Ángel Blanco-López
What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile
Mariela Norambuena-Meléndez, Gonzalo R. Guerrero, Corina González-Weil
Informal science learning experiences for gender equity, inclusion and belonging in STEM through a feminist intersectional lens
Gabriela Reznik, Luisa Massarani, Angela Calabrese Barton
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
Matheus dos Santos Barbosa da Silva, Ana Cláudia Kasseboehmer