This book consists of stories of struggles in science education presented by a network of science educators working in Australia, Brazil, Canada, Britain, and the United States. The common goal of these educators is to produce more socially/ecologically just models and practices of science education. The book considers and reworks the key-terms of current social justice: agency, realism, justice, and power. Its first section explores re-inhabiting science in the quest for more just worlds including reterritorializing science within emergent theories of critical realism, engaging citizens activists with corporate science, and challenging neoliberalism and the forces that organize (structure) knowledge. The second section redefines praxis of science education itself through nuanced explorations of agency, decolonialism, and justice in ways that emphasize complexity, hybridity, ambivalence, and contradiction. The stories of this international group capture individual and collective efforts, motivated by a persistent sense that science and science education matter for questions of justice.

This edited volume provides theoretical and practical resources relating to the 'STEPWISE' curricular and instructional framework. 'STEPWISE' is the acronym for Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments. It is a framework for organizing teaching and learning domains in ways that prioritize personal and social actions to address 'critical socioscientific issues' - that is, controversial decisions by powerful individuals/groups about science and technology (and related fields) that may adversely affect individuals, societies and/or environments. The book contains chapters written by and/or with teachers who have used STEPWISE to guide their instructional practices, as well as chapters written by education scholars who have used a range of theoretical lenses to analyze and evaluate STEPWISE - and, in several cases, described ways in which it relates to (or could relate to) their practices and/or ways in which the framework might logically be amended. Overall, this book offers educators, policy makers and others with resources useful for arranging science and technology education in ways that may assist societies in addressing significant potential personal, social and/or environmental problems - such as dramatic climate change, preventable human diseases, species losses, and social injustices - associated with fields of science and technology.

This collection examines issues of agency, power, politics and identity as they relate to science and technology and education, within contemporary settings. Social, economic and ecological critique and reform are examined by numerous contributing authors, from a range of international contexts. These chapters examine pressing pedagogical questions within socio-scientific contexts, including petroleum economies, food justice, health, environmentalism, climate change, social media and biotechnologies.
Readers will discover far reaching inquiries into activism as an open question for science and technology education, citizenship and democracy. The authors call on the work of prominent scholars throughout the ages, including Bourdieu, Foucault, Giroux, Jasanoff, Kierkegaard, Marx, Nietzsche, Rancie re and i ek.
The application of critical theoretical scholarship to mainstream practices in science and technology education distinguishes this book, and this deep, theoretical treatment is complemented by many grounded, more pragmatic exemplars of activist pedagogies. Practical examples are set within the public sphere, within selected new social movements, and also within more formal institutional settings, including elementary and secondary schools, and higher education.
These assembled discussions provide a basis for a more radically reflexive reworking of science and technology education. Educational policy makers, science education scholars, and science and technology educators, amongst others, will find this work thought-provoking, instructive and informative."

This edited volume provides theoretical and practical resources relating to the 'STEPWISE' curricular and instructional framework. 'STEPWISE' is the acronym for Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments. It is a framework for organizing teaching and learning domains in ways that prioritize personal and social actions to address 'critical socioscientific issues' - that is, controversial decisions by powerful individuals/groups about science and technology (and related fields) that may adversely affect individuals, societies and/or environments. The book contains chapters written by and/or with teachers who have used STEPWISE to guide their instructional practices, as well as chapters written by education scholars who have used a range of theoretical lenses to analyze and evaluate STEPWISE - and, in several cases, described ways in which it relates to (or could relate to) their practices and/or ways in which the framework might logically be amended. Overall, this book offers educators, policy makers and others with resources useful for arranging science and technology education in ways that may assist societies in addressing significant potential personal, social and/or environmental problems - such as dramatic climate change, preventable human diseases, species losses, and social injustices - associated with fields of science and technology.

""I read lots of books in which science education researchers tell science teachers how to teach. This book, refreshingly, is written the other way round.. We read a number of accounts by outstanding science and technology teachers of how they use new approaches to teaching to motivate their students and maximise their learning. These accounts are then followed by some excellent. analyses from leading academics. I learnt a lot from reading this book.,"
. Professor Michael Reiss, Institute of Education, University of London.

. "Provides an important new twist on one of the enduring problems of case-based learning... This is a book that deserves careful reading and re-reading, threading back and forwards from the immediate and practical images of excellence in the teachers cases to the comprehensive and. scholarly analyses in the researchers thematic chapters."
. Professor William Louden, Edith Cowan University, Australia,"

. Through a celebration of teaching and research, this book explores exemplary practice in science education and fuses educational theory and classroom practice in. unique ways.

. "Analysing Exemplary Science Teaching" brings together twelve academics, ten innovative. teachers and three exceptional students in a conversation about teaching and learning.. Teachers and students describe some of their most noteworthy classroom practice, . whilst scholars of international standing use educational theory to discuss, define and. analyse the documented classroom practice..

Classroom experiences are directly linked with theory by a series of annotated. comments. This distinctive web-like structure enables the reader to actively move. between practice andtheory, reading about classroom innovation and then theorizing. about the basis and potential of this teaching approach..

Providing an international perspective, the special lessons described and analysed are. drawn from middle and secondary schools in the UK, Canada and Australia. This book. is an invaluable resource for preservice and inservice teacher education, as well as for. graduate studies. It is of interest to a broad spectrum of individuals, including training. teachers, teachers, researchers, administrators and curriculum coordinators in science. and technology education..