How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education

2024-7-30

Communities of practice and the elevation of urban elementary teacher discourse about critical pedagogy of place

2024-7-2

Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile

2024-7-2

Intergenerational transdisciplinary knowing toward stewarding the land of refuge: learning through the pandemic

2024-6-8

Studying children’s small science and early engineering learning process to help shape their cultural identity in culturally valued play-based experience

2024-5-19

Sometimes I still do not see myself as a computer scientist: Negotiating a computer science identity as a Latina undergraduate and youth mentor

2024-5-18

Unveiling the production of non-participation in the primary school science classroom

2024-5-15

Dramaturgical analysis of Boyle and Hobbes in developing NOS-based chemistry teaching materials for pre-service teachers

2024-5-15

Teacher educators and environmental justice: conversations about education for environmental justice between science and geography teacher educators based in England and Brazil

2024-5-15

Re-imagining science education research toward a language for science perspective

2024-5-15

Cultural semiotic resources in young children’s science drawings

2024-5-13

The attitude of Korean and Indonesian scientists toward Merton’s scientific norms

2024-5-3

Treading carefully: the environment and political participation in science education

2024-4-27

Creationism and climate skepticism: power and public understandings of science in America

2024-3-18

A science teacher’s experiences when fostering intercultural competence among students in multilingual classrooms: a narrative study

2024-3-18

Myths and matters of science education: a critical discourse on science and standards

2024-3-13

Evolutionary change over time: The history of history in US fundamentalist school publishing

2024-3-1

Evolution and climate change within the political project of conservative Christian homeschooling

2024-3-1

The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education

2024-3-1

(Re)defining expert in science instruction: a community-based science approach to teaching

2024-2-10

Towards authentic purposes for student science writing using culturally relevant pedagogy

2024-2-6

Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism

2023-12-16

"I’ve felt out of place sometimes in STEM but my cultural roots say otherwise:” Latina college students’ identity conundrums and opportunities in a science research internship

2023-11-16

Exploring risk perceptions: a new perspective on analysis

2023-11-16

Leveraging strengths of a research-practice partnership to support equitable science teaching during the COVID-19 pandemic

2023-11-1

The role of teacher support in students’ engagement with representational construction

2023-11-1

Performing legitimate choice narratives in physics: possibilities for under-represented physics students

2023-10-30

Just worlding design principles: childrens’ multispecies and radical care priorities in science and engineering education

2023-9-20

Gesturing in plain sight: dialogical enactments of sustainable futures as being and doing in the world

2023-9-16

Radical care as a science and engineering education response to climate change

2023-8-26

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

2023-8-11

The dominant model of meat production and consumption as a socially acute question for activist education

2023-8-2

Framing and determining science content and standards for cultural representation of African American heritage in science content knowledge

2023-8-2

What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile

2023-8-1

Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards

2023-7-25

“I can do data for my people”: experiences of giving back for Native undergraduates in computing

2023-6-19

What’s in a name? The use of induced perspective taking to inform arguments about the appropriateness of the term “Chinavirus” when talking about COVID-19

2023-6-19

The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán

2023-5-23

Funds of knowledge in Muslim culture in the southern border provinces of Thailand for culturally responsive physics education

2023-5-23

Stretching the border: living in complementary and contradictory spaces

2023-5-22

Boundaries and borderlands viewed from the perspective of a fluid ontology

2023-5-20

Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum

2023-5-18

Beyond neat classifications: A case for the in-betweens

2023-5-18

Preschool teachers’ science teaching practices: earth and space

2023-5-12

Pictorial representations of preservice elementary teachers’ views about science teaching and learning

2023-5-3

The concept of alterity: its usage and its relevance for critical qualitative researchers in the era of Trump

2023-4-28

Science teacher beliefs in conflict-affected zones of Jammu and Kashmir

2023-4-28

Schools as Borderlands: How Anzaldúa’s concept of Borderlands apply to schools that serve Black communities

2023-4-28

The emergence of remote laboratory courses in an emergency situation: University instructors’ agency during the COVID-19 pandemic

2023-4-28

“Popping it” as family in Mosquitoes & Me: affective accumulation and Anzaldúan aesthetic consciousness in Ciencia Zurda

2023-4-28