Works matching IS 18711502 AND DT 2022 AND VI 17 AND IP 3

Results: 20

How to understand and support marginalized students' participation in a science classroom from the perspective of framing.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 945, doi. 10.1007/s11422-022-10124-5

By:

Chang, Jina;
Park, Jisun

Publication type:

Article

Expanding the interpretive functions of framing for understanding marginalized students' participation in collaboration and learning.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 937, doi. 10.1007/s11422-022-10122-7

By:

Shim, Soo-Yean;
Krist, Christina

Publication type:

Article

A case study of whiteness at work in an elementary classroom.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 875, doi. 10.1007/s11422-022-10121-8

By:

Searle, Kristin A.;
Tofel-Grehl, Colby;
Hawkman, Andrea M.;
Suárez, Mario I.;
MacDonald, Beth L.

Publication type:

Article

Refocusing science professional learning: social justice at the heart.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 907, doi. 10.1007/s11422-022-10120-9

By:

Horgan, Jacqueline;
Horowitz, Andrea

Publication type:

Article

What will we teach the teachers? Grappling with racism in a professional development setting.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 899, doi. 10.1007/s11422-022-10119-2

By:

Crabtree, Lenora;
Titu, Preethi

Publication type:

Article

"For whom? By whom?": critical perspectives of participation in ecological citizen science.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 765, doi. 10.1007/s11422-021-10099-9

By:

Rautio, Pauliina;
Tammi, Tuure;
Aivelo, Tuomas;
Hohti, Riikka;
Kervinen, Anttoni;
Saari, Maria

Publication type:

Article

All that glitters is not gold: confronting race-neutral perspectives on diversity and equity across STEM curricula.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 983, doi. 10.1007/s11422-022-10117-4

By:

Burgess, Terrance

Publication type:

Article

Ideas, hopes, and fears: what young adults think about genome editing, nature, and society.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 745, doi. 10.1007/s11422-022-10102-x

By:

Ebeling, Smillo;
Gebhard, Ulrich

Publication type:

Article

How microblogging affords conditions for realising student voices about the body and sexuality in a science education lesson.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 661, doi. 10.1007/s11422-022-10101-y

By:

Frøytlog, Jo Inge J.;
Rasmussen, Ingvill;
Ludvigsen, Sten R.

Publication type:

Article

How a marginalized student's attempts to position himself as an accepted member are constrained or afforded in small-group argumentation.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 915, doi. 10.1007/s11422-021-10100-5

By:

Ha, Heesoo;
Kim, Heui-Baik

Publication type:

Article

Science and poetry: poems as an educational tool for biology teaching.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 727, doi. 10.1007/s11422-022-10118-3

By:

Calderón Moya-Méndez, Natalia;
Zwart, Hub

Publication type:

Article

New geography for resistance: the engagement of diversity in Doc McStuffins as an out-of-school STEM setting.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 955, doi. 10.1007/s11422-021-10096-y

By:

Mark, Sheron L.

Publication type:

Article

The argumentative shortcomings of educators' efforts to talk about religion and science: mixed enthymemes in Understanding Science.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 815, doi. 10.1007/s11422-021-10094-0

By:

Lessl, Thomas M.

Publication type:

Article

The merit of medicine: science aspirations in India.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 701, doi. 10.1007/s11422-021-10088-y

By:

Mathew, Leya

Publication type:

Article

Indigenous artefacts and physics curriculum: teaching science as a cultural way of knowing.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 863, doi. 10.1007/s11422-021-10085-1

By:

Mashoko, Dominic

Publication type:

Article

Decolonizing school physics through an indigenous artifact mediated pedagogy.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 851, doi. 10.1007/s11422-021-10084-2

By:

Mpofu, Vongai

Publication type:

Article

Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 637, doi. 10.1007/s11422-021-10082-4

By:

Smith, Theila;
Avraamidou, Lucy;
Adams, Jennifer D.

Publication type:

Article

"We constantly have to navigate": Indigenous students' and professionals' strategies for navigating ethical conflicts in STEMM.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 683, doi. 10.1007/s11422-021-10081-5

By:

Castagno, Angelina E.;
Ingram, Jani C.;
Camplain, Ricky;
Blackhorse, Davona

Publication type:

Article

Incorporating indigenous artefacts in developing an integrated indigenous-pedagogical model in high school physics curriculum: views of elders, teachers and learners.

Published in:

Cultural Studies of Science Education, 2022, v. 17, n. 3, p. 827, doi. 10.1007/s11422-021-10076-2

By:

Govender, Nadaraj;
Mudzamiri, Edson

Publication type:

Article

On the encounter of scientific literature with Afro-Brazilian ancestral pharmacopeias.

Published in:

2022

By:

do Amparo, Pedro Vinícius Castro Magalhães;
Pinheiro, Bárbara Carine Soares

Publication type:

Literature Review