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Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments
STEPWISE: A Societal-Historical Activity (Activism) Theoretical Perspective
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Author(s):
Wolff-Michael Roth
Publication date
(Online):
June 23 2017
Publisher:
Springer International Publishing
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Situated Cognition and the Culture of Learning
J Brown
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Julia A. Collins
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W P Duguid
(1989)
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Contingency, irony, and solidarity
Richard Rorty
(1989)
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Rethinking Scientific Literacy
Wolff-Michael Roth
,
Angela Calabrese Barton
(2004)
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Publication date (Print):
2017
Publication date (Online):
June 23 2017
Pages
: 639-656
DOI:
10.1007/978-3-319-55505-8_32
SO-VID:
0e272319-c24b-42bb-be84-a0c0e97a0fef
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Book chapters
pp. 3
Foreword: The Significance of STEPWISE for Fostering Life-Long Sociopolitical Activism
pp. 19
STEPWISE: A Framework Prioritizing Altruistic Actions to Address Socioscientific Issues
pp. 49
School Science Ruling Relations and Resistance to Activism in Early Secondary School Science
pp. 67
Activating Students’ Conceptions and Positions on STSE Issues in Preparation for Socio-political Activism
pp. 83
Both Sides Now: Exploring the Art of Persuasion to Enhance Actions Within a STEPWISE Framework
pp. 93
Learning About Youth Engagement in Research-Informed and Negotiated Actions on Socio-scientific Issues
pp. 115
Students’ Social Studies Influences on Their Socioscientific Actions
pp. 141
Epistemic Contributions to Students’ Autonomous Socioscientific Actions
pp. 167
Students’ Uses of Actor-Network Theory to Contextualize Socioscientific Actions
pp. 201
Science Students’ Ethical Technology Designs as Solutions to Socio-scientific Problems
pp. 227
Resisting the Borg: Science Teaching for Common Wellbeing
pp. 277
Giving Meaning to STSE Issues Through Student-Led Action Research: An Actor-Network Theory Account of STEPWISE in Action
pp. 295
Students’ Socioscientific Actions: Using and Gaining ‘Street Smarts’
pp. 315
Tensions on Promoting Social Justice Through STEPWISE Pedagogies in an International Baccalaureate Preparatory Class
pp. 339
‘In the Eye of the Hurricane’: Using STEPWISE to Address Urgent Socio-political Issues in Venezuela
pp. 359
Science for Citizenship: Using Prezi™ for Education About Critical Socio-scientific Issues
pp. 381
Battle of the Bands: Toxic Dust, Active Citizenship and Science Education
pp. 405
Supporting Pre-service Teachers to Teach for Citizenship in the Context of STSE Issues
pp. 429
Teaching Girls to Fish?: A Case of a Co-Curricular Food Justice Education Program for Youth
pp. 449
Actor Network Theory and STEPWISE: A Case Study on Learning About Food Justice with Plants
pp. 467
Rebuilding Community Spaces: Integrating Resilience into STEPWISE
pp. 477
Socio-scientific Inquiry-Based Learning: Taking off from STEPWISE
pp. 503
“Preach or Teach?”: An Ongoing Journey to Becoming STEPWISE
pp. 523
“I Had to Take Action Straight Away.” Preservice Teachers’ Accounts of Pro-environmental Action
pp. 539
Science Education for a Better World? Reflections on Embodiment, Language and Sensitive Action
pp. 555
WISE Preservice Teachers Discussing Social and Economic Disparities During a Discussion Game Dealing with Nanotechnologies
pp. 565
STEPWISE as a Vehicle for Scientific and Political Educ-action?
pp. 589
Understanding Opportunities and Contradictions in the Grammars of Activism and Schooling
pp. 603
In Which Ways Can (Science) Education Promote the Well-Being of Individuals, Societies and Environments?
pp. 613
‘STEPPING’ Toward a Critical-Activist Science Education: Dialoguing Subjectivity, Social Ontology and Multiplicities
pp. 625
Countering the Neoliberal Ontology of Nature: The STEPWISE Option
pp. 639
STEPWISE: A Societal-Historical Activity (Activism) Theoretical Perspective
pp. 659
Critical and Activist Science Education: Envisaging an Ecojust Future
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