Shirley R. Steinberg: Foreword: We Must Kill Our Darlings - Lynn A. Bryan/Kenneth Tobin: Of Eggs, Chickens, and Deep-Seated Ideologies - Section One: The Science Curriculum: What Are the Basics and Are We Teaching Them? - Christina Siry: The Science Curriculum at the Elementary Level: What Are the Basics and Are We Teaching Them? - Femi S. Otulaja/Meshach B. Ogunniyi: The Science Curriculum: What Are the Basics and Are We Teaching Them? - Anna Stetsenko: Science Education and Transformative Activist Stance: Activism as a Quest for Becoming via Authentic-Authorial Contribution to Communal Practices - Section Two: Power and Science Education: Who Decides the Forms Science Education Has Taken and Who Should Decide? - Sara Tolbert/Angela Calabrese Barton/Luis C. Moll: What Can Teachers Do to Restructure Power Dynamics in Science Classrooms? Exploring the Personal and Social Transformative Power of Science Learning through a Funds of Knowledge Approach - Larry Bencze/Michael J. Reiss/Ajay Sharma/Matthew Weinstein: STEM Education as "Trojan Horse": Deconstructed and Reinvented for All - Section Three: Science Teachers Under Suspicion: Is It True That Science Teachers Aren't as Good as They Used to Be? - Shakhnoza Kayumova/Deborah J. Tippins: Obsessed with Accountability? Science Teachers Under the Microscope - Giuliano Reis: En Route to Becoming a "Good" Teacher: An Attempted Hijack of Pedagogical Autonomy? - Section Four: Science Students Under Suspicion: Is It True That Students Are Less Interested in Science Than They Used to Be and Perform More Poorly in Science Than They Used to? - Tang Wee Teo: Problematizing "Problematic" Students in Lower Track Classes - Sonya N. Martin: Confronting Prevailing Narratives of Student Engagement and Participation in Science Classrooms - Section Five: Science Teacher Education: What Is Good Science Teaching and How Do We Teach People to Be Good Science Teachers? - Mauricio Pietrocola: Professional Duties and Challenges of Novice Teachers: Level of Consciousness in Facing the Pedagogical Risk - Aik-Ling Tan: Science Teacher Professional Development: The Blind Men and the Elephant - Section Six: (In)Equity and Science Education: In What Ways Does (In)equity Affect the Process of Science Education? - Flavia Rezende/Fernanda Ostermann: Science Education and Social Inequality: Reproduction or Confrontation? - Maria Varelas: Dialectical Relationships and How They Shape (In)Equitable Science Learning Spaces and Places - Maxine McKinney de Royston/Abiola A. Farinde: Race and Poverty in Science Education: Questions and Tensions for the Field - Ana M. Becerra: Dismantling Racism as a Strategy for Academic Success - Castano Rodriguez/Laura Barraza: In What Ways Does Race Affect the Educational Process? Challenging the Homogenization of Academia - Kathryn Scantlebury: "Where Is the ...?": Using Intersectionality to Problematize Power and Hierarchy in Science Teaching and Learning - Section Seven: Language and Science Education: In What Ways Does Language Affect the Process of Science Education? - Sara E. D. Wilmes/Christina Siry/Roberto Gomez Fernandez/Anna Maria Gorges: Reconstructing Science Education within the Language | Science Relationship: Reflections from Multilingual Contexts - Purita P. Bilbao/Deborah J. Tippins/Sophia (Sun Kyung) Jeong: The Tension of Maintaining Language Diversity versus Extinction: Mother Tongue as a Filipino Response - Cory Buxton/Lourdes Cardozo-Gaibisso/Yu Xia/Jiong Li: How Perspectives from Linguistically Diverse Classrooms Can Help All Students Unlock the Language of Science - Section Eight: Religion and Science Education: In What Ways Does Religion Affect the Process of Science Education? - Michael J. Reiss: Why a Chapter on Religion in a Book on Science Education? - Nidhal Guessoum: Religion in Science Classes: Heresy or Constructive Pedagogy? - Section Nine: Families and Science Education: What Is the Role of Families in the Process of Science Education? - Martha Allexsaht-Snider: Exploring Families' Roles in Science Learning: From El Bosque in Veracruz, Mexico to the Southeastern U.S. - Leanne M. Avery: From Opening Portals to Creating New Pathways - Section Ten: Culture of Science and Science Education: In What Way Does the Culture of Science and Images of Science Affect the Process of Science Education? - Anita Hussenius: Forming Bonds-Breaking Bonds - Cassie F. Quigley and S. Megan Che: On the Need to Engage in Constructive, Productive, Scientific Discourses on Highly Controversial and Emotionally Charged Topics - Section Eleven: Science Education Reform: What Have Been the Goals and the Effects of the Attempts to Improve Science Education Over the Last Decade? - Rowhea Elmesky: Science Education Reform: Can Students Learn Science While Navigating Oppressive Schools within an Oppressive Society? - Lucy Avraamidou/Lynn A. Bryan: Science Education Reform: Reflecting on the Past and Raising Questions for the Future - Section Twelve: Science Education as a Political Issue: What's Missing in the Public Conversation About Science Education? - David E. Long: Rethinking Science Education in Light of Motivated Reasoning - Lyn Carter/Carolina Castano Rodriguez/Mellita Jones: Sociopolitical Activism and Transformative Learning: Expanding the Discourse About What Counts in Science Education - Section Thirteen: Science Education Visions: What Is School Science for and What Should We Be Doing in the Name of Science Education? - Elisabeth (Lily) Taylor/Peter Charles Taylor: Breaking Down Enlightenment Silos: From STEM to ST2EAM Education, and Beyond - Lee Beavington/Heesoon Bai: Science Education in the Key of Gentle Empiricism - Isabel Martinez-Cuenca/Autumn Joy Florencio-Wain/Alandeom W. Oliveira: When Holism Meets Democratization: Re-centering Science Classrooms to Support Students' Feelings of Agency and Connectedness - Contributor Biographies - Subject Index - Names Index.
Lynn Bryan is Professor at Purdue University, where she holds a joint appointment in the Department of Curriculum and Instruction and the Department of Physics and Astronomy. She is Director of Purdue's Center for Advancing the Teaching and Learning of STEM (CATALYST), and past-President of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research. Kenneth Tobin is Presidential Professor, Graduate Center of CUNY. He has published more than 20 books, 200 journal articles, and 125 book chapters. Numerous awards include the Distinguished Contributions to Science Education Through Research Award (NARST), the Mentoring Award (AERA), and the Distinguished Teaching Scholars Award (NSF).