Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum [0.03%]
创世论、进化论和气候变化在Accelerated Christian Education课程中的演变与静止状态
Jenna Scaramanga,Michael J Reiss
Jenna Scaramanga
There has been little consideration in the science education literature of schools or curricula that advocate creationism. Accelerated Christian Education (ACE) is among the world's largest providers of creationist science materials with a ...
The emergence of remote laboratory courses in an emergency situation: University instructors' agency during the COVID-19 pandemic [0.03%]
突发情况下的远程实验课程的出现：大学教师在COVID-19大流行期间的自主性
Gyeong-Geon Lee,Da Yeon Kang,Myeong Ji Kim et al.
Gyeong-Geon Lee et al.
This study examines and describes how various online remote laboratory courses, necessitated by the COVID-19 pandemic, were implemented at Hankuk University in Korea in 2020. We compared four general undergraduate laboratory courses, one ea...
The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán [0.03%]
殖民性的小学科学课堂中的白人优越感：泰贾斯南部、阿兹特兰减法教育的多代效应
Nora Alicia Luna,James C Jupp
Nora Alicia Luna
Our study traces the pernicious whiteness of coloniality in elementary science classrooms in El Sur de Tejas, Aztlán. Our research method was an ethnographic case study that enabled us to explore participants' identities within bioregional...
Expanding the border of science education through the lens of Buddhist mindfulness [0.03%]
从佛教正念的角度拓宽科学教育的边界
Yau Yan Wong,Chatree Faikhamta
Yau Yan Wong
This is a hermeneutic phenomenological study that describes and interprets Wong's, the first author lived experience in the borderlands of science and Buddhist mindfulness as a science education doctoral student in Thailand. I explore my ex...
Science teacher beliefs in conflict-affected zones of Jammu and Kashmir [0.03%]
克什米尔冲突影响区的科学教师信念系统研究
Rehka Koul,Garima Bansal
Rehka Koul
This study examines science teacher beliefs working in the conflict-affected zones of Jammu and Kashmir. Research in these areas indicates that teacher beliefs influence their classroom practices and student learning outcomes and that teach...
Mitch Bleier
Mitch Bleier
Simplified, reductionist approaches to curriculum design and delivery are pervasive in science education. In ecological curricula-particularly in, but not limited to K-12-biomes, ecosystems, habitats, and other units of study are simplified...
Freirean inspirations in solidary internationalism between East Timor and Brazil in science education [0.03%]
巴西和东帝汶科学教育中的团结国际主义中的弗雷尔主义启示
Suzani Cassiani,Irlan von Linsingen
Suzani Cassiani
The aim of this work is to reflect on the challenging trajectory of international cooperation between East Timor and Brazil, which focused on the need to rethink teacher education from a critical intercultural perspective, aiming to build e...
Naya Jones
Naya Jones
By bridging critical pedagogy and environmental praxis, the contributions in this forum build on Freire's legacy while stretching his work. As the authors attend to more-than-human life, they theorize and enact relational ways of knowing. T...
Special issue "reflecting on Freire: a praxis of radical love and critical hope for science education"- theme: transnational collaborations and solidarities: Transnational conversations about science education: Paulo Freire, interculturality and socio-political transformation [0.03%]
庆祝弗雷雷的特别专栏：“科学教育中的爱与批判希望实践”—主题：跨国合作和团结：关于科学教育的跨国对话：保罗·弗雷雷，跨文化性和社会政治变革
Haira Gandolfi
Haira Gandolfi
In this article I will examine some of the issues raised by the following three articles in this special issue about Paulo Freire and science education: Jenny Tilsen's "The freshness of irreverence": learning from ACT UP towards socio-polit...
Sociopolitical solidarity in STEM education: youth-centered relationships that resist learning as just achievement data [0.03%]
STEM教育中的社会政治团结：以青年为中心的关系抵制仅仅把学习当作成就数据的做法
Colin Hennessy Elliott,Keidy Alcantara,Yoelis Brito et al.
Colin Hennessy Elliott et al.
In this paper, we-a participatory action group-use the tenants of critical pedagogy to articulate how youths developed relationships for and with STEM disciplinary practices through participation in spaces outside of the official scripts of...