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Cultural Studies of Science Education

Cultural Studies of Science Education OnlineFirst articles

16.11.2018 | Original Paper

Comprehension of the night and day cycle among French and Cameroonian children aged 7–8 years

In this article, we compared French and Cameroonian schoolchildren’s initial conceptions and comprehension of the night and day cycle in order to test for cultural influence. Forty students aged almost 8 years (Grade 2) were individually …

03.11.2018 | FORUM

On the importance of the relationship to knowledge in science education

This forum paper is a reflection about the paper written by Valérie Frède and illustrates how it influences my work as a Ph.D. student in education. It focuses mainly on the relationship to knowledge and the clash between student culture and …

27.10.2018 | Original Paper

Identification, collection and consumption of weeds and wild vegetables in Mexican communities: institutionalized local ancestral indigenous knowledge as ecological literacy, place and identity

This paper sets forth the idea that a critical aspect of the socialization process of Mexican communities is to maintain and carry-out traditional knowledge passed down from generations of indigenous ancestors. The relationship between Mexican …

27.10.2018 | Original Paper Open Access

Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity

The present study reports an empirical investigation into concept formation of young children. Based on interviews conducted before and after participating in a playfully enacted chemistry lesson at a culture center, it is analyzed how 6-year-old …

03.10.2018 | Original Paper Open Access

Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms

This paper draws on Judith Butler’s concepts of intelligibility and identity as performance to make sense of enactments of ‘subaltern’ (that is, subordinated) urban students within secondary school science. Understanding classrooms as constituted …

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Über diese Zeitschrift

Examines science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon. It establishes bridges between science education and social studies of science, public understanding of science, science and human values, and science and literacy. The journal provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education.

By taking a cultural approach and paying close attention to theories from cultural studies, the journal reflects the current diversity in science education. In addition, it reflects the variety of settings in which science education takes place, including schools, museums, zoos, laboratories, parks, aquariums, and community development, maintenance and restoration programs.

In addition to original research articles, the journal publishes essays, OP-ED, comments, criticisms, and letters on emerging issues.

The book series Cultural Studies of Science Education complements this journal.

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