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.
Part I. PREAMBLE.- 1 FOREWORD: The Significance of STEPWISE for
Fostering Life-long Sociopolitical Activism, Derek Hodson.- 2 INTRODUCTION:
STEPWISE A Framework Prioritizing Altruistic Actions to Address
Socioscientific Issues, Larry Bencze.- Part II. DOCUMENTARIES.- 3 School
Science Ruling Relations and Resistance to Activism in Early Secondary School
Science, Darren Hoeg, Tanya Williamson & Larry Bencze.- 4 Activating
Students Conceptions and Positions on STSE Issues in Preparation for
Socio-political Activism, Varsha Patel.- 5 Both Sides Now: Exploring the Art
of Persuasion to Enhance Actions Within a STEPWISE Framework, Angeliki
Grundy.- 6 Learning about Youth Engagement in Research-informed and
Negotiated Actions on Socio-scientific Issues, Mirjan Krstovic.- 7 Students
Social Studies Influences on Their Socioscientific Actions, Larry Bencze and
Mirjan Krstovic.- 8 Epistemic Contributions to Students Autonomous
Socioscientific Actions, Larry Bencze and Mirjan Krstovic.- 9Students Uses
of Actor Network Theory to Contextualize Socioscientific Actions, Larry
Bencze and Mirjan Krstovic.- 10 Science Students Ethical Technology Designs
as Solutions to Socio-scientific Problems, Larry Bencze and Mirjan Krstovic.-
11 Resisting the Borg: Science Teaching for Common Wellbeing, Larry Bencze
and Mirjan Krstovic.- 12 Giving Meaning to STSE Issues Through Student-Led
Action Research: An Actor-Network Theory Account of STEPWISE in Action, Neil
T. Ramjewan, Brandon Zoras and Larry Bencze.- 13 Students Socioscientific
Actions: Using And Gaining Street Smarts, Christina Phillips-MacNeil,
Mirjan Krstovic and Larry Bencze.- 14 Tensions on Promoting Social Justice
Through STEPWISE Pedagogies in an International Baccalaureate Preparatory
Class, Neil T. Ramjewan, Brandon Zoras and Larry Bencze.- 15 In The Eye of
The Hurricane: Using STEPWISE to Address Urgent Socio-Political Issues in
Venezuela, Majd Zouda, Tomo Nishizawa and Larry Bencze.- 16 Science for
Citizenship:Using Prezi for Education about Critical Socio-scientific
Issues, Darren Hoeg, Alexander DiGiacomo, Sarah El Halwany, Mirjan Kirstovic,
Christina Philips-McNeil, Minja Milanovic, Tomo Nishizawa, Majd Zouda and
Larry Bencze.- 17 Battle of the Bands: Toxic Dust, Active Citizenship and
Science Education, Larry Bencze and Chantal Pouliot.- 18 Supporting
Pre-service Teachers to Teach for Citizenship in the Context of STSE Issues,
Sarah El Halwany, Majd Zouda, Chantal Pouliot and Larry Bencze.- 19 Teaching
Girls to Fish?: A Case of Co-curricular Food Justice Education Program for
Youth, Erin Sperling and Larry Bencze.- Part III. COMMENTARIES.- 20 Actor
Network Theory and STEPWISE: A Case Study on Learning About Food Justice with
Plants, Clayton Pierce.- 21 Rebuilding Community Spaces: Integrating
Resilience into STEPWISE, Cassie Quigley.- 22 Socio-scientific Issue-based
Learning: Taking Off From STEPWISE, Ralph Levinson and The PARRISE
Consortium.- 23 Preach or teach?: An Ongoing Journeyto Becoming STEPWISE,
Mellita Jones.- 24 I had to take action straight away. Preservice
Teachers Accounts of Pro-environmental Action, Lyn Carter and Jenny Martin.-
25 Science Education for a Better World? Reflections on Embodiment, Language
and Sensitive Action, Laura Colucci-Gray.- 26 WISE Preservice Teachers
Discussing Social and Economic Disparities During a Discussion Game Dealing
with Nanotechnologies, Audrey Groleau and Chantal Pouliot.- 27 STEPWISE as a
Vehicle for Scientific and Political Educ-action? Laurence Simonneaux and
Jean Simonneaux.- 28 Understanding Opportunities and Contradictions in the
Grammars of Activism and Schooling, Matthew Weinstein.- 29 In Which Ways Can
(Science) Education Promote the Well-being of Individuals, Societies and
Environments? Isabel Martins.- 30 STEPPING Toward a Critical-activist
Science Education: Dialoguing Subjectivity, Social Ontology and
Multiplicities, Jessie Bazzul and Shakhnoza Kayumova.- 31 Countering the
Neoliberal Ontology of Nature: The STEPWISE Option, Ajay Sharma.- 32
STEPWISE: A Societal-historical Activity (Activism) Theoretical Perspective,
Wolff-Michael Roth.- Part IV. AFTERWORD.- 33 Critical and Activist Science
Education: Envisaging an Ecojust Future, Larry Bencze.- AUTHOR BIOGRAPHIES.-
INDEX.
