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Cultural Studies of Science Education

Cultural Studies of Science Education OnlineFirst articles

25.07.2018 | Original Paper

Changing minds or rhetoric? How students use their many natures of science to talk about evolution

Recommendations for teaching the nature of science (NOS) are grounded in a deficit view of students and/or the public—wherein people accept pseudoscientific claims, particularly about evolution, because they do not adequately understand what …

17.07.2018 | Original Paper

How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs?

In this paper we introduce the concept of contextual mitigating factors (CMFs) as an analytical tool for interrogating the contextual landscapes that situate one’s research. While we understand that much work has been done on the importance of …

04.07.2018 | Original Paper

Culture as inter- and intra-personal mediator: considering the notion of conceptual porosity and its connection to culture as a concept

This study reports a collective case study of five science education graduate students to highlight the role of culture as an influential component within their conceptual understandings of urban science education. Conceptual change theory was …

04.07.2018 | Original Paper

A critical materialist entry into the comforts and dangers in defining academics’ of science teaching and learning research communities

Research on science teaching and learning commonly makes use of reductionism to specify conditions of science learning. In my studies of academics’-of-science-teaching-&-learning (academics’-of-st&l) research practices and values, I discuss how …

04.07.2018 | Forum

Science teacher identities in the making

This commentary explores some of the salient aspects of Lucy Avraamidou’s study, specifically those of identity and the origins of those characteristics. I begin by considering the literature on identity and highlight some theoretical …

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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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