13 Questions

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.