Note: Intro -- Acknowledgements -- Contents -- Contributors -- Chapter 1: Activism! Toward a More Radical Science and Technology Education -- Navigating the Contemporary -- Building a Collection -- A Brief Overview of the Collection -- Framing a More Radical Approach to Science and Technology Education -- Science and Technology Education Should Be Critically Reworked in Relation to Contemporary Economic, Social, Ecological and Ma... -- Science and Technology Education Should Be Critically Reworked as Political Practice -- Science and Technology Education Should Be Critically Reworked to Support Learners as Subjects in Change and Not Objects of Ch... -- Science and Technology Education Should Be Critically Reworked as Moral and Ethical Praxis -- Partialities and Possibilities -- References -- Part I: Constituting Theories -- Preamble -- Chapter 2: The Elephant in the Room: Science Education, Neoliberalism and Resistance -- Opening -- Foucault´s Neoliberalism -- Occupy Wall Street: The Incessancy of Resistance -- Science Education, Neoliberalism and Activism/Resistance -- Not an Ending but a Beginning -- References -- Chapter 3: Science Education as a Site for Biopolitical Engagement and the Reworking of Subjectivities: Theoretical Considerat... -- A Context for Science Education -- Biopolitics and Biopower -- The ``Making of Subjects´´ -- Biopolitics and Subjectivities in Science Education -- Racisms, Colonialisms and the Power to Make Die -- Neoliberal Subjectivity -- Sex/Gender and Sexuality -- The ``Ethical Subject´´ in Science Education -- The Biosubject of Biotechnology -- Biopolitics as a Path Forward -- References -- Chapter 4: A Critical Pedagogy for STEM Education -- Introduction -- Global Capitalism -- STEM and Activism in Education -- STEM Education, Research and Practice -- A Critical Pedagogy for STEM Education -- Community and Revolution. , Theoretical Freestyle -- Analytical Freestyle in Science Education -- Closing Remarks -- References -- Chapter 5: Becoming Part of the Solution: Learning about Activism, Learning through Activism, Learning from Activism -- Making the Case for an Action-Oriented Science Curriculum -- Building a Curriculum: Learning About the Issues -- Building a Curriculum: Learning to Care -- Engaging Emotions, Managing Emotions -- Building a Curriculum: Learning to Act -- Learning about, through and from Action -- Apprenticeship in Activism -- Further Considerations -- References -- Chapter 6: From Promoting the Techno-sciences to Activism - A Variety of Objectives Involved in the Teaching of SSIs -- Variation in Educational Objectives -- The Implications of the Educational Choices on SSIs -- Institutional Activism in Agricultural Education in France -- Scientific, Humanistic and Political Education -- References -- Chapter 7: Hopeful Practices: Activating and Enacting the Pedagogical and Political Potential in Crisis -- Science, Technology, and Society Education (STSE) -- Understanding and Learning from Crisis -- Learning from and Through Crisis: Opportunities -- Conclusion -- References -- Chapter 8: Using Collaborative Inquiry to Better Understand Teaching and Learning -- Science Curricula as a Central Factor in the Reform of Science Education -- Chapter Overview -- Changing Faces of Research and Science Education -- Dealing with Difference in Research on Teaching and Learning -- Participants Doing Research to Understand and Improve Practice -- Listening to and Learning from Others´ Voices -- Learning to Teach from and with Others -- Searching for and Learning from Spikes in the Curve -- Authentic Inquiry as an Overarching Methodology -- Reflections on the Changing Faces of My Research Methodologies -- References. , Chapter 9: From Knowledge to Action? Re-embedding Science Learning Within the Planet´s Web -- Introduction -- Complex Problems and the Role of Science and Technology -- A Critical Role for Science Education -- The Outline of a Science for Sustainability -- Acquiring Consciousness of Limits -- Opening Up Towards Dialogue -- The Thinking of the `Others´ -- Enhancing Life Through Cultural Diversity -- Redefining Science Education? -- From Objective and Objectifying Knowledge to a Science of Relationships -- Dealing with Conflict -- Conclusions -- References -- Chapter 10: Education for Sustainable Contraction as Appropriate Response to Global Heating -- The Heating Is Happening -- Denial and Cognitive Dissonance in Response to Global Heating -- Denial and Cognitive Dissonance in the Field of Education for Sustainable Development -- Education for Sustainable Contraction (ESC): Nailing Nine Propositions to the Laboratory Door -- References -- Chapter 11: Learning to Let Go of Sustainability -- Introduction -- Sustainability as Restoring -- The Paradox of Sustainable Development -- To Hold onto, or to Let Go? -- Sustainability as Returning -- Romanticizing the Return? -- Resisting the Return -- Complicating the Return -- Learning to Let Go of Sustainability -- Letting Go of Sustainability -- Remembering Forward as a Different Way of Being in the World -- Coda: The Glass Jar -- References -- Part II: The Public Sphere -- Preamble -- Chapter 12: Street Medicine as a Science Education for Activists -- Know Your Street Medics -- States of Emergency: Where Only Street Medics Dare to Tread -- Street Medicine and the State of Exception -- Street Medicine Is Education -- The Street and the School -- References -- Chapter 13: Why Science Education Mediates the Way We Eat -- Introduction -- Neoliberalism in Science Education, In Brief. , A Pocket of Resistance-Local and Organic Food -- Organic Farmers´ Market Culture -- A Responsibly Nurtured Organic Place -- Local Knowledge -- Interdisciplinary Knowledge -- Change and Adaptability -- Embodied Change and Positionality -- Environmental Condition -- A Market Creates a Relationship with Food -- A Critique of Neoliberalism -- Implications for School Science -- References -- Chapter 14: From-Within-the-Event: A Post-constructivist Perspective on Activism, Ethics, and Science Education -- Environmental Activism at Work -- Transforming the Practices in One Municipality -- Science Education as/for Participation in the Community -- The Morality of Community-Based Activism: Is It Something to Feel Good About? -- From Activism to the Eventness of Events -- Activism -- From-Within-the-Event or the Eventness of Events -- Activism and Ethics -- Classically Understood -- From-Within-the-Event -- Conclusion -- References -- Chapter 15: #OccupyTech -- The Rise of Internetworked Social Movements -- Prefigurative Politics and Technology -- Hacking the Technical Code -- The Repertoire of Electronic Contention -- OccupyTech -- Disruptive Technologies: Building Tools for Revolution -- Communications -- From Technology to Technique: Prefiguring Change -- Conclusion -- References -- Chapter 16: Trajectories of Socioscientific Issues in News Media: Looking into the Future -- Introduction -- The ``Black Box´´ of News Media -- The Media and Presentations of Science -- Influence of Media -- Manipulations of the Media -- Commercial Interests of the Media -- The Competency and Practices of Journalists -- Prelude to a News Story -- The J-School Experience: Insights into Media Practices Reporting Science -- Modifiers and ``Verbs of Saying´´ -- Being the ``Instant Expert´´ -- The Reducibility of Complex Relationships -- Production of a News Story. , Demonstrating the Need for Science Journalist Experts in News Media -- Connections Between the SMCC Anecdote and the Radio Workshop -- Copy Story Modification -- Analysis of Copy Story Modifications -- The Media Making Sense of Science: A Case Study of Two Publications -- Conclusions and Implications About Science in the News Media -- Implications for Understanding Science from the News Media -- Looking at the Preparation of Journalists -- Implications of Using News Media in the Classroom for Studying Socioscientific Issues -- References -- Chapter 17: The Perils, Politics, and Promises of Activist Science -- Introduction -- The Perils of Activist Science -- Historical Lessons from Ecology -- A View from the Front Lines -- All Science Is Political, but Politics Are Complicated -- Activism and Power -- References -- Chapter 18: Passive No More -- Introduction -- Awakening Dissonance -- Activism for Inaction, a Complacency That Will Kill and Destroy -- Growing Up on an Overheated Planet -- The Neoliberal Activist Attack on Climate Science and the Environment -- Disclosing Power, the Courtiers to Climate Disaster -- Reinventing Participatory Democracy -- Developing a Skeptical Way of Reading the Media -- Whose Long-Term Interests Are Being Served? -- Conclusion -- References -- Chapter 19: Joining Up and Scaling Up: Analyzing Resistance to Canada´s ``Dirty Oil´´ -- Activism Against the Oilsands -- Aboriginal Activism -- Environmental Activism -- Religiously-Based Activism -- Labour Activism -- Growing the Movement (Horizontally and Vertically) -- Joining Up: Creating Coalitions Among Unlikely Allies -- Scaling Up: Crossing Borders -- Building Cross-Organizational, Cross-Border Consensus -- Assessing the Movement´s Strengths and Challenges -- Conclusion -- References -- Part III: Elementary and Secondary Education -- Preamble. , Chapter 20: We Got Involved and We Got to Fix It!: Action-Oriented School Science.

Note: Front cover -- Half Title -- Title -- Copyright -- Contents -- List of contributors -- Foreword -- Acknowledgements -- Introduction -- Part 1 Accounts of exemplary practice -- Account 01 Kidney function and dysfunction: -- Account 02 Episodes in physics -- Account 03 Recollections of organic chemistry -- Account 04 The science classroom of tomorrow? -- Account 05 Science with a human touch: -- Account 06 Exploring the nature of science: -- Account 07 Motivating the unmotivated: -- Account 08 Mentoring students towards independent scientific inquiry -- Account 09 Learning to do science -- Account 10 Practice drives theory: -- Part 2 Account analyses -- Analysis 01 Challenging traditional views of the nature of science and scientific inquiry -- Analysis 02 Developing arguments -- Analysis 03 STSE education: principles and practices -- Analysis 04 Conceptual development -- Analysis 05 Problem-based contextualized learning -- Analysis 06 exploring affect in accounts of exemplary practice -- Analysis 07 Instructional technologies, technocentrism and science education -- Analysis 08central themes in science teachers' descriptions of exemplary teaching practice -- Analysis 09 Equity in science teaching and learning: -- Analysis 10 School science for/against social justice -- Part 3 Possibilities, accounts, hypertext and theoretical lenses -- Reflection 01 what have we learned about exemplary science teaching? -- Reflection 02 Integrating educational resources into school science praxis -- References -- Index -- Back cover.

Note: Intro -- Acknowledgements -- Contents -- Contributors -- Part I: Preamble -- Overview -- The Chapters -- Chapter 1: Foreword: The Significance of STEPWISE for Fostering Life-Long Sociopolitical Activism -- 1.1 The Need for Radical Overhaul of Science Education -- 1.2 How STEPWISE Can Play a Key Role -- 1.3 Addressing Anxieties and Overcoming Problems -- 1.4 Defending Charges of Bias and Indoctrination -- 1.5 Turning the Critical Spotlight on Ourselves -- 1.6 Taking Action: Direct or Indirect -- Individual or Group? -- 1.7 Engaging Students -- Chapter 2: STEPWISE: A Framework Prioritizing Altruistic Actions to Address Socioscientific Issues -- 2.1 Introduction -- 2.2 Etiology of STEPWISE -- 2.3 STEPWISE in Theory and Practice -- 2.4 Some Research-Informed Practical Suggestions for STEPWISE Uses -- 2.4.1 Students Reflect -- 2.4.2 Teacher Teaches -- 2.4.3 Products Education -- 2.4.4 Students Practise -- 2.4.5 Student-Led RiNA Projects -- 2.4.6 STEPWISE in Science Teacher Education -- 2.5 Summary and Futures -- References -- Part II: Documentaries -- Overview -- The Chapters -- Chapter 3: School Science Ruling Relations and Resistance to Activism in Early Secondary School Science -- 3.1 Introduction -- 3.2 Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments (STEPWISE) -- 3.3 Context and Methodology -- 3.4 Findings and Discussion -- 3.5 Resistances to STEPWISE-Informed Activism -- 3.6 Conclusion -- References -- Chapter 4: Activating Students' Conceptions and Positions on STSE Issues in Preparation for Socio-political Activism -- 4.1 Introduction -- 4.2 Introductory Activity Aimed at Eliciting Image-­Generated Student Reactions -- 4.3 Using Cooperative Learning Structures to Get Students to Express Ideas and Learn New Ideas About STSE Issues -- 4.4 Introducing Correlational Studies to Students. , 4.5 Integrating the Case Methods Approach with Cooperative Learning Structures in Order to Trigger Student Reactions Towards STSE Issues and the Eventual Creation of Products of Science and Technology -- 4.6 Summary and Conclusions -- References -- Chapter 5: Both Sides Now: Exploring the Art of Persuasion to Enhance Actions Within a STEPWISE Framework -- 5.1 Introduction -- 5.2 Towards a Focus in STEPWISE Application -- 5.3 Setting the Stage for Persuasive Argumentation -- 5.4 Encouraging and Enabling Youth to Engage in Persuasive Letter-Writing -- 5.5 Summary and Way Forward -- References -- Chapter 6: Learning About Youth Engagement in Research-Informed and Negotiated Actions on Socio-scientific Issues -- 6.1 Reforming Science Pedagogy Through Research-­Informed and Negotiated Activism -- 6.2 Building a More Balanced Science Curriculum -- 6.3 Significant Theories and Philosophies That Have Inspired My Journey Through RiNA -- 6.4 'Basic' Apprenticeship Activities to Introduce Students to STSE Issues and RiNA Projects -- 6.4.1 The Card Exchange Game -- 6.4.2 Exploring Controversial Statements: The Four Corners Tactic -- 6.4.3 Brainstorming Ideas About STSE Issues in Small Groups -- 6.4.4 Guiding Students into 'Secondary' Research -- 6.5 Challenges of Contextualizing Learning of Science Concepts -- 6.6 'Advanced' Apprenticeship Activities to Facilitate Application of Actor Network Theory to RiNA -- 6.6.1 Trojan Horse Metaphor for Teaching Students About 'Hidden' Actants -- 6.6.2 Modelling Construction of a Network Map for a Cell Phone -- 6.7 Apprenticeship Activities for 'Primary' Research -- 6.7.1 'Basic' Apprenticeship Activities: Helping Students Understand Correlational Studies -- 6.7.2 Guiding Students Through a Mini Correlational Study -- 6.7.3 Preparing a Correlational Study for the First RiNA Project. , 6.7.4 Modeling Different Forms of Activism -- 6.8 Celebrating Successful RiNA Projects and the Publication of Youth Issue of JASTE -- 6.8.1 'No Car Day:' Reducing Our Carbon Footprint -- 6.8.2 Concerns over X-rays -- 6.8.3 Organizing an STSE Fair at the School -- 6.9 Factors That Contribute to Successful RiNA Projects and the Related Impacts on Students' Academic and Personal Growth -- 6.10 Moving the System Forward: Promoting Issues-Based and Action-Oriented Science Curriculum -- References -- Chapter 7: Students' Social Studies Influences on Their Socioscientific Actions -- 7.1 Introduction -- 7.2 Socioscientific Issues Education in Schools -- 7.3 Research Context & -- Methods -- 7.4 Results & -- Discussion -- 7.4.1 Preamble -- 7.4.2 Young Activists in the Making -- 7.5 Factors Influencing Actions -- 7.6 Conclusions and Scholarly Significance -- References -- Chapter 8: Epistemic Contributions to Students' Autonomous Socioscientific Actions -- 8.1 Introduction -- 8.2 Socioscientific Issues Education and Actions -- 8.3 Research Context & -- Methods -- 8.3.1 Research Context -- 8.3.2 Research Methods -- 8.4 Results & -- Discussions -- 8.4.1 Preamble -- 8.4.2 Progress Towards Student-Led Research-Informed Actions -- 8.4.2.1 Conceptions of STSE -- 8.4.2.2 Research Expertise -- 8.4.2.3 Action Expertise -- 8.4.3 Factors Influencing Outcomes -- 8.4.3.1 Myriad Factors -- 8.4.3.2 Epistemic Factors -- RiNA Projects (i.e., World < -- ----> -- Sign) -- RiNA Projects ←→ Nature of RiNA Projects -- 8.5 Conclusions and Implications -- References -- Chapter 9: Students' Uses of Actor-Network Theory to Contextualize Socioscientific Actions -- 9.1 Introduction -- 9.2 Neoliberal Critique of Science Education -- 9.3 Research on Critical & -- Activist Science Education -- 9.3.1 Research Context -- 9.3.2 Data-Collection and Analyses Methods. , 9.4 Towards Critical & -- Activist Science Education -- 9.4.1 Preamble -- 9.4.2 Students and Networks -- 9.4.3 Teachers and Networks -- 9.5 Uses of Actor-Network Theory in Critical & -- Activist Science Education -- Appendix A: Grade 10 Academic Science: Chemistry Research-Informed STSE Action Project -- Introduction -- Group Activity -- Activity -- Goals of the Lesson and Your Task -- Your Goal Is to -- Getting Started -- Developing a Method and Preparing for Your Investigation -- Collecting and Analyzing Data -- Interpreting Data and Drawing Conclusions -- Your Goal Is to -- Ideas for Actions -- References -- Chapter 10: Science Students' Ethical Technology Designs as Solutions to Socio-scientific Problems -- 10.1 Introduction -- 10.2 Theoretical Background -- 10.3 Research Context and Methods -- 10.4 Results and Discussion -- 10.4.1 Outcomes -- 10.5 Contributing Factors -- 10.6 Summary and Conclusions -- Appendix A -- Grade 11 University Chemistry -- Unit 1: WISE-Technology Design Project -- Introduction -- Part I - Expressing Your Pre-conceived Ideas -- Four Corners Activity -- Academic Controversy -- Reflection Journaling -- Part II - WISE Tech Design -- Video Group Discussion -- Eco-friendly Businesses -- WISE Technology Design - Part III -- Actants and Eco-friendly Businesses Group/Class Discussion -- Actor-Network Map -- Critical Analysis of the Technology -- WISE Technology Design - Part IV -- Summary of What We Accomplished -- What's Next? -- Focus Group Discussion: -- Developing Alternative Technology Designs That Consider WISE -- Secondary Research -- Primary Research -- Identify Solutions and Make Decisions -- The 'WISE' Product -- Dragons' Den! -- References -- Chapter 11: Resisting the Borg: Science Teaching for Common Wellbeing -- 11.1 Introduction -- 11.2 Theoretical Background -- 11.2.1 Inertial Science Teaching. , 11.3 Towards a Just Science Teaching -- 11.4 Research Context and Methods -- 11.4.1 Context -- 11.4.2 Research Methodologies, Data Collection & -- Analyses Methods -- 11.5 Results and Discussion -- 11.5.1 Mirjan's Teaching Against the Grain -- 11.5.1.1 Expressing SSIs -- 11.5.1.2 Critical SSI Education -- 11.5.1.3 Student-LedPrimary Research -- 11.5.1.4 Socio-political Activism -- 11.5.2 Factors Influencing Mirjan's Teaching Against the Grain -- 11.5.2.1 The Official Curriculum -- 11.5.2.2 About Mirjan -- 11.5.2.3 Success Breeding Success -- 11.5.2.4 Educational Contexts -- 11.5.2.5 The Research/Facilitator-Teacher Relationship -- 11.6 Summary and Conclusions -- Appendix A -- Favorite Quotes from the Featured Presidential Sessions -- Food for Thought ! -- Arne Duncan, US Secretary of Education Controversial Quotes? -- Food for Thought ! -- What the Tweets Say About Arne's Speech #AERASec -- Photos from Occupy AERA-Protesting Secretary Duncan's Visit to AERA -- Teacher Leadership for Educational Quality and Equity -- Learning with Dr. Ann Lieberman -- Learning from Dr. Pedro Noguera -- Key Ingredients for School Improvement -- Questions for Thought -- Teacher Activists and Character Education -- Vincent Harding's Wisdom -- Resources -- Great TED Talks on Ecological Justice -- Learning from the Homeless on the Streets of San Francisco -- Social Justice in MATH Class! -- My Contributions to AERA -- Students' Social Studies Influences on Their Socioscientific Actions -- Students' Socioscientific Actions: U Sing & -- Enhancing Their ' 'Street Smarts' -- References -- Chapter 12: Giving Meaning to STSE Issues Through Student-Led Action Research: An Actor-­Network Theory Account of STEPWISE in Action -- 12.1 Introduction -- 12.2 Theoretical Background -- 12.2.1 Actor-Network Theory in Abstraction -- 12.3 Why ANT? -- 12.4 Research Context and Methods. , 12.5 Data Collection and Analyses Methods.