Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning-Reference-Cited by-同舟云学术

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Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning

Published:2021-09-16 Issue:6 Volume:105 Page:1229-1251
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Sci Educ

Author:

Calabrese Barton Angela¹^ORCID,Greenberg Day¹,Kim Won J.²^ORCID,Brien Sinead²,Roby ReAnna³^ORCID,Balzer Micaela⁴,Turner Carmen⁵,Archer Louise⁶^ORCID

Affiliation:

1. Educational Studies University of Michigan Ann Arbor Michigan USA

2. Teacher Education Michigan State University East Lansing Michigan USA

3. Center for Excellence Vanderbilt University Nashville Tennessee USA

4. Impression 5 Science Center Lansing Michigan USA

5. Boys and Girls Clubs of Lansing Lansing Michigan USA

6. Institute of Education University College London London UK

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21682

Reference34 articles.

1. Desettling Expectations in Science Education

2. Broadening Perspectives on Broadening Participation: Professional Learning Tools for More Expansive and Equitable Science Communication

3. Broadening Views of Learning: Developing Educators for the 21st Century Through an International Research Partnership at the Exploratorium and King's College London

4. “But the science we do here matters”: Youth-authored cases of consequential learning

5. “What comes to mind when you think of science? The perfumery!”: Documenting science-related cultural learning pathways across contexts and timescales

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1. How past experiences of being a student from a racially nondominant background shape the practices of current teachers in Dutch schools;Teaching and Teacher Education;2024-10

2. Designing and leading justice‐centered informal STEM education: A framework for core equitable practices;Science Education;2024-08-27

3. Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency;Educational Psychologist;2024-07-19

4. A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability;Journal of Research in Science Teaching;2024-06-09

5. 'At first they felt barely relevant': teacher reflective sensemaking of justice-oriented science teaching;International Journal of Science Education;2024-04-25

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