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1.
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her 2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with marginalized urban youth in urban science classrooms.
Christopher EmdinEmail: Email:
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2.
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December 2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy model that Jhumki developed to support students in crafting such agency.
Angela Calabrese BartonEmail:
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4.
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students’ science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.
Scott LewisEmail:
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5.
In his December editorial on Michael Reiss, Kenneth Tobin (Cult Stud Sci Educ 3:793–798, 2008), raises some very important questions for science and science teachers regarding science education and the teaching of creationism in the classroom. I agree with him that students’ creationist ideologies should be treated not as misconceptions but as worldviews. Because of creationism’s peculiarly strong political links though, I argue that such discussion must address three critical and interconnected issues, including the uncertain state of teaching evolution in public schools nationally, the political convergence of the creationist political beliefs with bigoted worldviews, and creationism’s inherent contrariness to science and human progress. I suggest that we as science educators therefore not consider all sides to be equally right and to instead take side against the politics of creationism. I also argue that we need much more serious discussion on how to better teach science to students who hold creationist worldviews, and that science educators such as Reiss need to be part of that.
Konstantinos AlexakosEmail:
Konstantinos Alexakos   is an assistant professor in the School of Education at Brooklyn College (CUNY). He is a former New York City high school science teacher and a former NYC transit worker. His research interests include sociocultural issues especially fictive kinships among minority science students and perseverance and success.  相似文献   

6.
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings. Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and qualities.
Grady VenvilleEmail:
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7.
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops, collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’ in a science classroom.
Sumi HagiwaraEmail:
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8.
Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons. One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles of doing science.
Kristina RolinEmail:
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9.
This paper provides a critical review essay of Ajay Sharma’s Portrait of a science teacher as a bricoleur: A case study from India. The main focus is two fold. First, arguments are presented to draw attention to how little advances in science teaching and science learning research have impacted teachers’ practice and student achievement in the last 40 years. Second, the paper describes how the researcher’s traditionally detached role and truncated agency may inadvertently contribute to preserving the status quo by only documenting the Other’s struggles and challenges. I suggest that researchers need to re-conceptualize their roles as co-agents of change if we are to assist the Other effect positive and long-lasting change in the increasingly complex and demanding contexts in which teachers are expected to teach and students to learn.
Alberto J. RodriguezEmail:
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10.
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan. Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the academic status of science education, we go through the important years of the development of science education in Taiwan. His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes to science education research in Taiwan.
Sheau-Wen LinEmail:
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11.
Research on teacher identities is both important and increasing. In this forum contribution I re-interpret assertions about an African American science teacher’s identities in terms of Jonathon Turner’s (2002) constructs of role identity and sub-identity. I contest the notion of renegotiation of identities, suggesting that particular role identities can be brought to the foreground and then backgrounded depending on the situation and the need to confirm a sub-identity. Finally, I recommend the inclusion of teachers’ voices in identity research through greater use of co-authoring roles for teachers.
Stephen M. RitchieEmail:
Stephen M. Ritchie   is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings.  相似文献   

12.
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.
Tara E. HigginsEmail:
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13.
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
Pauline W. U. ChinnEmail:
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14.
In today’s reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school students of color, and the school adults with whom they interact. Using grounded theory, students’ experiences are analyzed and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate students’ experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults were all critical elements of recognition. I suggest that student–adult relationships, via the practice of recognition in urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be realized.
Louie F. RodríguezEmail:
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15.
The American Civil War has been a popular topic for young-adult writers for years, with new books now being written from young women’s perspectives. In this paper, I will examine the gender ideologies that infiltrate contemporary Civil War books for young adults. I will examine four recent young-adult Civil-War novels: G. Clifton Wisler’s Mr. Lincoln’s Drummer (1995); Maureen Stack Sappéy’s Letters from Vinnie (1999); Jim Murphy’s The Journal of James Edmond Pease: A Civil War Union Soldier (1998); and Karen Hesse’s A Light in the Storm: The Civil War Diary of Amelia Martin (1999). I will argue that in these books young women are often shown to be disengaged and apolitical, while their male counterparts use language in powerful and political ways, even despite the historical record.
Alisa Clapp-ItnyreEmail:
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16.
In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation and association with a museum-based professional education program.
Jennifer D. AdamsEmail:
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17.
This paper describes a youth-centered activist project with a group of young women in Brooklyn, NY, and the controversy surrounding it. In 1999 the young women created a neighborhood mural with anti-violence themes. Within 6 months of the mural’s dedication, the mural was whitewashed by the corporate owner of the mural wall. Using content and discourse analysis of archival materials, organizational documents, and ethnographic fieldnotes from participant observation, I argue that the teen women’s representations of violence were denied through the shifting understandings of their ages and assumptions about conflict resolution strategies. I offer reflections on the need for careful planning and reflection in youth participatory projects and the meanings of success and social change in these projects.
Corrine C. BertramEmail:
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18.
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms that support minority students’ success in science.
Bhaskar UpadhyayEmail:
Bhaskar Upadhyay   is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning.  相似文献   

19.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.
Jacqueline T. McDonnoughEmail:
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20.
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