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Showing 1 to 15 of 122 results Save | Export
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Raveendran, Aswathy; Srivastava, Himanshu – Cultural Studies of Science Education, 2019
This article is a response to María del Mar Aragón, José Antonio Acevedo-Díaz and Antonio García-Carmona's article, which investigated pre-service teachers' understandings of epistemic and non-epistemic aspects of the nature of science (NOS) based on the historical case study of Ignaz Semmelweis and childbed fever. We situate the study in…
Descriptors: Science Instruction, Scientific Principles, Science Education, Preservice Teacher Education
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Aragón-Méndez, María del Mar; Acevedo-Díaz, José Antonio; García-Carmona, Antonio – Cultural Studies of Science Education, 2019
This article presents a qualitative study of the understanding of various epistemic and non-epistemic aspects of the nature of science (NOS), based on analysis of the historical case of Semmelweis and childbed fever. To this aim, an activity was designed which consisted of: (1) reading of a narrative of the case without instruction and discussion…
Descriptors: Preservice Teachers, Science Teachers, Biology, Scientific Principles
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Archer, Louise; Nomikou, Effrosyni; Mau, Ada; King, Heather; Godec, Spela; DeWitt, Jennifer; Dawson, Emily – Cultural Studies of Science Education, 2019
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 by complex power struggles for voice, authenticity and recognition, the paper…
Descriptors: Science Instruction, Foreign Countries, Secondary School Students, Group Discussion
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Fortney, Brian S.; Atwood, Erin D. – Cultural Studies of Science Education, 2019
This manuscript focuses on the experiences of a science teacher educator's initial engagement in reconceptualization of the construct of equity in classrooms through the use of praxis. What might equity look like if conceptualized as a dynamic interaction between teacher and individual students? Utilizing a critically situated perspective, this…
Descriptors: Science Education, Science Teachers, Teacher Educators, Preservice Teacher Education
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Bunyamin, Muhammad Abd Hadi – Cultural Studies of Science Education, 2019
In this forum, I explore how science teaching and learning as a moral act needs to be based in the context of a local community. I agree with Alaina Szostkowski and Bhaskar Upadhyay's assertions that if science teaching is to be equitable it needs to recognize the sociocultural variations between the Global South and the West. I also agree with…
Descriptors: Moral Values, Science Education, Social Justice, Equal Education
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Avraamidou, Lucy – Cultural Studies of Science Education, 2019
The aim of this multiple case study was to uncover a series of critical events and experiences related to the formation of the science identities of four beginning elementary female teachers, through a life-history approach and a conceptualization of teacher identity as "lived experience." Grounded within the theoretical framework of…
Descriptors: Elementary School Students, Science Teachers, Beginning Teachers, Professional Identity
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Glass, Rory – Cultural Studies of Science Education, 2019
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 considerations, with an understanding that identity is fluid and an aspect of oneself in the making. Of particular…
Descriptors: Science Teachers, Elementary School Teachers, Beginning Teachers, Professional Identity
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Rodéhn, Cecilia – Cultural Studies of Science Education, 2019
This forum article discusses learning and teaching in Science Centres in relation to gender. The starting point of this discussion is Eva Silfver's paper "Gender performance in and out-of-school science contexts." In response to this article I discuss the discourse of gender in research on Science Centres and museums. Moreover, the text…
Descriptors: Science Teaching Centers, Museums, Gender Differences, Performance
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Wooten, Michelle M. – Cultural Studies of Science Education, 2019
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 philosophic inquiry shifted my research practices from reductionism to critical (or,…
Descriptors: Science Instruction, Science Education, Feminism, Interdisciplinary Approach
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Lundqvist, Eva; Sund, Per – Cultural Studies of Science Education, 2018
There is an ongoing discussion about what content that should be taught in science education and there are different views among teachers about what represent good science content. However, teachers are not isolated individuals making their own interpretations, but are part of institutionalised systems building on patterns in the selection of…
Descriptors: Group Discussion, Teacher Attitudes, Science Teachers, Science Education
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Childs, Ann – Cultural Studies of Science Education, 2018
This article responds to Yuli Rahmawati and Peter Charles Taylor's piece and explores my role as a science teacher, science teacher educator and researcher in two contexts, Sierra Leone and Bhutan. In the first part of the article I reflect on my 3 years as a science teacher in Sierra Leone and demonstrate resonances with Yuli's accounts of…
Descriptors: Science Teachers, Professional Identity, Cultural Influences, Science Education
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Rahmawati, Yuli; Taylor, Peter Charles – Cultural Studies of Science Education, 2018
"The fish becomes aware of the water in which it swims" is a metaphor that represents Yuli's revelatory journey about the hidden power of culture in her personal identity and professional teaching practice. While engaging in a critical auto/ethnographic inquiry into her lived experience as a science teacher in Indonesian and Australian…
Descriptors: Cultural Influences, Professional Identity, Autobiographies, Ethnography
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McNew-Birren, Jill; Hildebrand, Tyra; Belknap, Gabrielle – Cultural Studies of Science Education, 2018
Teach For America (TFA), a widespread and well-known route into the teaching profession, frequently partners with university-based education programs to prepare and certify its corps members. However, university-based teacher education programs frequently emphasize very different understandings of socially just education and priorities for…
Descriptors: Alternative Teacher Certification, School Community Programs, Teacher Education Programs, Social Justice
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Ruggirello, Rachel; Flohr, Linda – Cultural Studies of Science Education, 2018
This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides…
Descriptors: Beginning Teachers, Science Teachers, Social Justice, Science Education
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Parsons, Eileen R. C.; Bulls, Domonique L.; Freeman, Tonjua B.; Butler, Malcolm B.; Atwater, Mary M. – Cultural Studies of Science Education, 2018
Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary…
Descriptors: College Faculty, African American Teachers, Science Teachers, Work Experience
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