SEARCH

SEARCH BY CITATION

References

  • Abd-El-Khalick, F., & Lederman, N.G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665701.
  • Aikenhead, G.S., & Jegede, O.J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269287.
  • Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students' argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38(1), 6790.
  • Allchin, D. (2003). Scientific myth-conceptions. Science Education, 87(3), 329351.
  • Alperovitz, G., & Daly, L. (2008). Unjust deserts: How the rich are taking our common inheritance. New York: New Press.
  • Angell, M. (2004). The truth about the drug companies: How they deceive us and what to do about it. New York: Random House.
  • Apple, M.W. (2001). Creating profits by creating failures: Standards, markets and inequality in education. International Journal of Inclusive Education, 5(2/3), 103118.
  • Bakan, J. (2004). The corporation: The pathological pursuit of profit and power. Toronto: Viking.
  • Barber, B.R. (2007). Consumed: How markets corrupt children, infantilize adults, and swallow citizens whole. New York: Norton.
  • Batson, C.D., Ahmad, N., & Tsang, J. (2002). Four motives for community involvement. Journal of Social Issues, 58(3), 429445.
  • Baudrillard, J. (1998). The consumer society. London: Sage.
  • Bell, R.L. (2006). Perusing Pandora's Box: Exploring the what, when, and how of nature of science instruction. In L.B.Flick & N.G.Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 427446). Dordrecht: Springer.
  • Bencze, J.L. (1996). Correlational studies in school science: Breaking the science-experiment-certainty connection. School Science Review, 78(282), 95101.
  • Bencze, J.L. (2000). Procedural apprenticeship in school science: Constructivist enabling of connoisseurship. Science Education, 84(6), 727739.
  • Bencze, J.L. (2008). Private profit, science and science education: Critical problems and possibilities for action. Canadian Journal of Science, Mathematics & Technology Education, 8(4), 297312.
  • Bencze, J.L., & Alsop, S. (2009). A critical and creative inquiry into school science inquiry. In W-.M.Roth & K.Tobin (Eds.), The world of science education: North America (pp. 2747). Rotterdam: Sense.
  • Bencze, L., Alsop, S., Sperling, E., Nazir, J., & DiGiuseppe, M., (2008) Science teachers' motivation for encouraging students to promote individual, social & environmental wellbeing. Proceedings of the annual conference of the National Association for Research in Science Teaching, Baltimore, MD, March 30–April 2, 2008.
  • Bourdieu, P. (1986). The forms of capital. In J.G.Richardson (Ed.), The handbook of theory: Research for the sociology of education (pp. 241258.). New York: Greenwood Press.
  • Briscoe, F.M. (2000). Discipline. In D.A.Gabbard (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 6368). Mahwah, NL: Lawrence-Erlbaum.
  • Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 3242.
  • Calabrese Barton, A. (2001). Capitalism, critical pedagogy, and urban science education: An interview with Peter McLaren. Journal of Research in Science Teaching, 38(8), 847859.
  • Carter, L. (2005). Globalisation and science education: Rethinking science education reforms. Journal of Research in Science Teaching, 42(5), 561580.
  • Carter, L. (2008). Globalisation and science education: The implications for science in the new economy. Journal of Research in Science Teaching, 45(5), 617633.
  • Carter, L. (2010). Globalisation and learner-centred pedagogies: Some thoughts. Canadian Journal of Science, Mathematics and Technology Education, 10(4), 223231.
  • Castano, C. (2008). Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment. Research in Science Education, 38(5), 565587.
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. New York: Sage.
  • Chinn, P.W.U. (2007). Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development. Journal of Research in Science Teaching, 44(9), 12471268.
  • Crawford, B.A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613642.
  • De Boer, G. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582601.
  • Department for Education and Skills [DfES]. (2004). The National Curriculum for England: Science, Key Stages 1–4. London: Qualifications and Curriculum Authority.
  • Dobbin, M. (1998). The myth of the good corporate citizen: Democracy under the rule of big business. Toronto: Stoddart.
  • Eiglad, E., & Bookchin, M. (2007). Social ecology and communalism. Oakland, CA: AK Press.
  • Epstein, S. (1996). Impure science: AIDS, activism, and the politics of knowledge. Berkeley: University of California Press.
  • Foucault, M. (1991). Governmentality. In G.Burchell, C.Gordon, & P.Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 87104). Hemel Hempstead, UK: Harvester Wheatsheaf.
  • Fuller, S. (1993). Philosophy, rhetoric, and the end of knowledge: The coming of science and technology studies. Madison: University of Wisconsin Press.
  • Fuller, S. (2002). Social epistemology (2nd ed.). Bloomington, IN: Indiana University Press.
  • Furberg, A., & Ludvigsen, S. (2008). Students' meaning-making of socioscientific issues in computer mediated settings: Exploring learning through interaction trajectories. International Journal of Science Education, 30(13), 17751799.
  • Furman, M., & Calabrese Barton, A. (2006). Capturing urban student voices in the creation of a science mini-documentary. Journal of Research in Science Teaching, 43(7), 667694.
  • Gabbard, D.A. (Eds.). (2000). Knowledge and power in the global economy: Politics and the rhetoric of school reform. Mahwah, NL: Lawrence-Erlbaum.
  • Giroux, H.A., & Giroux, S.S. (2006). Challenging neoliberalism's new world order: The promise of critical pedagogy. Cultural Studies [LEFT RIGHT ARROW] Critical Methodologies, 6(1), 2132.
  • Gough, N. (1998). ‘If this were played upon a stage’: School laboratory work as a theatre of representation. In J.Wellington (Ed.), Practical work in school science: Which way now? (pp. 6989). London: Routledge.
  • Gruenewald, D., & Smith, G. (2008). Place-based education in the global age. New York: Lawrence Erlbaum Associates.
  • Harvey, D. (2010). The enigma of capital, and the crises of capitalism. London: Oxford University Press.
  • Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645670.
  • Hodson, D. (2008). Towards scientific literacy: A teachers' guide to the history, philosophy and sociology of science. Rotterdam: Sense.
  • Jenkins, E. (2000). ‘Science for all’: Time for a paradigm shift? In R.Millar, J.Leach, & J.Osborne (Eds.), Improving science education: The contribution of research (pp. 207226). Buckingham, UK: Open University Press.
  • Kahn, R., (2010) Producing crisis: Green consumerism as an ecopedagogical issue. In J.A.Sandlin & P.McLaren (Eds.), Critical pedagogies of consumption: Living and learning in the shadow of the “shopocalypse” (pp. 4757). New York: Routledge.
  • Kalyan, R.K. (2010). Ghostly images, phantom discourses, and the virtuality of the global. Globalizations, 7(4), 545561.
  • Khishfe R. & Lederman, N.G. (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of Research in Science Teaching, 43(4), 395418.
  • Kolstø, S. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291310.
  • Krimsky, S. (2003). Science in the private interest: Has the lure of profits corrupted biomedical research? Lanham, MD: Rowman & Littlefield.
  • Lankshear, C. (2000). Literacy. In D.A.Gabbard (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 8794). Mahwah, NL: Lawrence-Erlbaum.
  • Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford: Oxford University Press.
  • Lawson, A.E. (2005). What is the role of induction and deduction in reasoning and scientific inquiry? Journal of Research in Science Teaching, 42(6), 716740.
  • Lemke, J.L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296316.
  • Loving, C.C. (1991). The scientific theory profile: A philosophy of science model for science teachers. Journal of Research in Science Teaching, 28(9), 823838.
  • Lynas, M. (2008). Six degrees: Our future on a hotter planet (updated edition). London: Harper Perennial.
  • McLaren, P. (2000). Che Guevara, Paulo Freire, and the pedagogy of the revolution. Lanham, MD: Rowman & Littlefield.
  • McMurtry, J. (1999). The cancer stage of capitalism. London: Pluto.
  • McQuaig, L., & Brooks, N. (2010). The trouble with billionaires. Toronto: Viking.
  • Mignolo, W. (2007). Delinking: The Rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality. Cultural Studies, 21(2), 449514.
  • National Research Council [NRC]. (1996). National science education standards. Washington: National Academy Press.
  • Pan, S.-Y. (2010). Exploring how globalization shapes education: Methodology and theoretical framework. Cultural Studies of Science Education, 5(2), 315324.
  • Pedretti, E., & Nazir, J. (2011). Currents in STSE education: Mapping a complex field, 40 years on. Science Education, 95(3), 126.
  • Putnam, R. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.
  • Reich, R.B. (2007). Supercapitalism: The transformation of business, democracy, and everyday life. New York: Knopf.
  • Roth, W.-M. (2001). Learning science through technological design. Journal of Research in Science Teaching, 38(7), 768790.
  • Roth, W.-M., & Barton, A. (2004). Rethinking scientific literacy. London: RoutledgeFalmer.
  • Roth, W.-M., & Désautels, J. (Eds.). (2002). Science education as/for sociopolitical action. New York: Peter Lang.
  • Roth, W.-M. (2009). Activism or science/technology education as byproduct of capacity building. Journal for Activism in Science & Technology Education, 1(1), 1631 (Available online at: http://www.wepaste.org/jaste1.1.html).
  • Sadler, T.D., Barab, S.A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37(4), 371391.
  • Sadler, T., & Zeidler, D. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. Science Education, 88(1), 427.
  • Santos, W.L.P. (2009). Scientific literacy: A Freirean perspective as a radical view of humanistic science education. Science Education, 93(2), 361382.
  • Schlosser, E. (2001). Fast food nation: The dark side of the All-American Meal. Boston: Houghton Mifflin.
  • Shapiro, H.S. (2000). Empowerment. In D.A.Gabbard (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 103110). Mahwah, NL: Lawrence-Erlbaum.
  • Sismondo, S. (2008). Science and technology studies and an engaged program. In E.J.Hackett, O.Amsterdamska, M.Lynch & J.Wajcman (Eds.), The handbook of science and technology studies (3rd edition) (pp. 1331). Cambridge, MA: The MIT Press.
  • Sovacool, B.K. (2010). Erasing knowledge: The discursive structure of globalization. Social Epistemology, 24(1), 1528.
  • Sperling, E., & Bencze, J.L. (2010). ‘More than particle theory’: Citizenship through school science. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 255266.
  • Stiglitz, J.E. (2003). Globalization and its discontents. New York: Norton.
  • Swartz, E. (2009). Diversity: Gatekeeping knowledge and maintaining inequalities. Review of Educational Research, 79(2), 10441083.
  • Usher, R. (2010). Consuming learning. In J.A.Sandlin & P.McLaren (Eds.), Critical pedagogies of consumption: Living and learning in the shadow of the “shopocalypse” (pp. 3646). New York: Routledge.
  • Weinstein, W.A. (2000). Ideology. In D.A.Gabbard (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 95101). Mahwah, NL: Lawrence-Erlbaum.
  • Wellington, J. (1998). Practical work in science: Time for a re-appraisal. In J.Wellington (Ed.), Practical work in school science: Which way now? (pp. 315). New York: Routledge.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
  • Wood, G.H. (1998). Democracy and the curriculum. In L.E.Beyer & M.W.Apple (Eds.), The curriculum: Problems, politics and possibilities (pp. 177198). Albany: SUNY Press.
  • Zeidler, D.L., Sadler, T.D., Simmons, M., & Howe, E. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357377.
  • Ziman, J. (2000). Real science: What it is, and what it means. Cambridge: Cambridge University Press.