Phronetic Science
Morally Guided and Praxis-oriented Science Education
Summary
Excerpt
Table Of Contents
- Cover
- Title Page
- Copyright Page
- Contents
- List of Figures
- List of Tables
- Foreword (Ajay Sharma)
- References
- Introduction (Rouhollah Aghasaleh, Sara Tolbert, Kathryn Scantlebury, and Bhaskar Upadhyay)
- Femtoring as Praxis
- Feminisms
- Racial Justice
- Art and Spirituality
- References
- Part I Feminist Wonderings
- Introduction (Rouhollah Aghasaleh)
- Envisioning Care in Secondary Science Classrooms: A Poststructural Feminist Provocation (Caroline Spurgin)
- Introduction
- Conceptual Framework
- Methods
- Context, Participants, and Data Collection
- Data Analysis
- Findings
- Ernie
- Stella
- Discussion/Implications
- References
- Ecofeminism and the Nature of Science (Suzanne Poole Patzelt)
- Introduction
- Why Ecofeminism?
- Theoretical Framework
- Ecofeminism
- Ecofeminism in the Science Education Literature
- Contemporary Construction of the NOS
- Toward an Ecofeminist Portrayal of the Nature of Science
- Whose Creativity?
- Who Is Considered?
- Which Collaborators?
- An Ecofeminist Characterization of the Nature of Science
- Conclusion
- References
- Spacetimematter Entanglements in Digital Environmental Stories (Mary E. Short)
- Introduction
- Thinking with Theory
- Spacetimemattering
- Apparatuses
- Video One: Trash in Parks
- Agentic Realism in Trash in Parks
- Video Two: Plastic and Trash Affecting Animals
- Agential Realism in Plastic and Trash Affecting Animals
- The Becomingness of Digital Media
- References
- Feminist Wonderings (Kathryn Scantlebury)
- Conclusion
- References
- Part II Justice
- Introduction (Bhaskar Upadhyay)
- Unpacking the Eu[ro]thanization of Blackness in STEM Education (Takeshia Pierre, Theila Smith, and Bhaskar Upadhyay)
- Situating the History of Racism in STEM Education
- Positioning of Blackness in STEM: Inclusion of Critical Race Theory and Culturally Affirming Pedagogies
- A brief Pause to Examine the Concept of Resilience
- Call for Justice-oriented Science Education that Centers Blackness
- Conclusion
- References
- Science Instructors’ New Approaches to Teaching During COVID-19 Pandemic (Olena James)
- Introduction
- Teaching Science Online During the Pandemic
- Students’ Experiences
- Research Question
- Theoretical Framework
- Data Organization
- Data Analysis
- Participant Descriptions
- Reflecting on Pandemic Impact
- Reflecting on New Teaching Practices
- Discussion
- References
- Euro-Thanatology and Resurrecting Pluriversality in Science Education (Jennifer Adams)
- Black Death in STEM
- The Euro-Thanasic System
- Shifting Pedagogies
- References
- Part III Artistic and Spiritual Dimensions of Science
- Introduction (Sara Tolbert)
- Integrating Art and Storytelling for Volcano Science Education: Teaching Multiple Skills Across Age Groups (Sriparna Saha and Ben Kennedy)
- Introduction: Storytelling and Its Implications for Volcano Science Communication
- Incorporating Art into Curriculum Design and Its Implications for Volcano Crisis Communication
- Methods
- The Curricular Resource: The Kid Who Cried Supervolcano
- Participants & Demography
- Curricular Reception: What Are the Artifacts Telling Us?
- Case 1: Intermediate School Settings
- Case 2: Teacher Training Settings
- Undergraduate Classroom
- Discussion
- Multi-modality of a Resource Can Support the Development of Multiple Skills Across Different Age Groups
- Considerations for Resource Adaptability
- Summary
- Acknowledgments
- References
- Supplementary Information
- Kid Who Cried Supervolcano: Summary of the Activity
- Learning Goal(s)
- Instructions for School Students (5–13 Years)
- Instructions for Teacher Training Workshops
- What Could Be an Artistic Expression of Your Local Caldera Volcano?
- After Reading the Story, Reflect on These Questions
- Research Your Local Caldera Volcano
- Rethink the Volcano Illustration
- Love and Spirituality in Evolution Education (Joshua S. Hoskinson)
- Introduction
- Love as an Emancipatory Framework
- Spirituality as Humanization
- Love and Spirituality in Evolution Education
- Macroevolution and Evolution Acceptance
- Culturally Competent Evolution Education
- Conclusion
- References
- Into the Rhizome: STEMtelling, as a Pedagogical Storytelling Method in Science Education (Jenny Tilsen)
- Storytelling in Science Education
- Into the Rhizome
- Background and Motivation
- Place and People
- Rhizomatic STEMtelling
- The Principle of Cartography and Decalcomania
- The Principles of Connection and Heterogeneity
- The Principle of Multiplicity
- The Principle of Rupture
- Conclusion: Processes and Structures of STEMtelling
- References
- Centering Learners’ Meaning-Making in Counter-Hegemonic Science Education (Alexandra Schindel)
- Pedagogies of Love and Care
- Counter-Hegemonic Science Curricula
- Conclusion
- References
- Conclusion: From Knowledge and Practice to Wisdom (Sara Tolbert, Rouhollah Aghasaleh, Kathryn Scantlebury, and Bhaskar Upadhyay)
Figures
Spacetimematter Entanglements in Digital Environmental Stories
Mary E. Short
Figure 1: Colton in the park
Figure 2: Colton illustrates cause and consequences of plastic bags
Figure 3: Scientists from the Environmental Center of the University of Bergen reveal the contents of a whale’ stomach contain plastic
Figure 4: Using objects to reimagine
Integrating Art and Storytelling for Volcano Science Education: Teaching Multiple Skills Across Age Groups
Sriparna Saha and Ben Kennedy
Figure 1: Artifacts generated by the intermediate school students
Figure 2: Clockwise direction: Poster sequence with annotations that highlight the dynamic nature of Lake Taupō and how it can support various activities for people
Figure 3: Collaborative posters highlighting different aspects of the local volcano chosen by the different groups. Some groups (Figure 3a and 3c) respond to the prompt, “What is the personality of your local volcano?” The posters are annotated and communicate information about the frequency of eruptions
Figure 4: An undergraduate student generated artifact depicting a cautionary tale around a limnic eruption hazard
Figure 5: Artwork showcasing volcanic hazards around lahar flows in the context of Mt. Ruapehu which is an active volcano in NZ
Figure 6: Student artifact showcasing the coloring book that communicates the sequence of events that preceded the 1980 St. Helens eruption
Into the Rhizome: STEMtelling, as a Pedagogical Storytelling Method in Science Education
Jenny Tilsen
Figure 1: Principles of rhizome theory (Deleuze & Guattari, 1987)
Figure 2: The principles of connection and heterogeneity in STEMtelling
Figure 3: Principle of multiplicity in STEMtelling
Figure 4: Principle of rupture in STEMtelling
Tables
Ecofeminism and the Nature of Science
Suzanne Poole Patzelt
Table 1: The Eight Features of the Nature of Science (NGSS Appendix H, 2012)
Table 2: Conceptions of the nature of science[[/i]] (Abd-El-Khalick, 2012)
Table 3: An Ecofeminist Characterization of the Nature of Science
Science Instructors’ New Approaches to Teaching During COVID-19 Pandemic
Olena James
Table 1: Interview Discussion Topic and Corresponding Interview Question
Table 2: Demographic Variables for Selected 9 Biology Instructors
Integrating Art and Storytelling for Volcano Science Education: Teaching Multiple Skills Across Age Groups
Sriparna Saha and Ben Kennedy
Table 1: A summary of the target audience, activity prompt and objectives that underpinned the use of the resource, “The Kid Who Cried Supervolcano” in various settings
Table 2A: Summary of various skills, curricular goals and activity elements for “The Kid Who Cried Supervolcano” used across the school students and teacher training group
Table 2B: Summary of learning goals, skills and settings that “The Kid Who Cried Supervolcano” was used in the undergraduate geology classroom
Into the Rhizome: STEMtelling, as a Pedagogical Storytelling Method in Science Education
Jenny Tilsen
Table 1: Seth’s written STEMtell
Foreword
Reading newspapers, nothing feels stable about this world. Things we took for granted, such as the peaceful transition of power in established democracies, appear increasingly precarious. While ideas that not so long ago could only make sense in dystopian fiction, such as deadly worldwide pandemics and people dying of heat strokes in rich societies, are becoming increasingly commonplace. The relentless barrage of crisis stories overwhelms us into a state of numbness, making crises seem ordinary and wearing us down as we try to go about our lives. This feeling of crisis ordinariness (Berlant, 2020) makes one wonder if we are on the brink of significant epochal changes. Indeed, some scholars, such as Fraser (2019) have characterized our historical present as a Gramscian interregnum characterized by the morbid fact that “the old is dying and the new cannot be born” (Gramsci, 1971).
Details
- Pages
- X, 176
- Publication Year
- 2026
- ISBN (PDF)
- 9781636670560
- ISBN (ePUB)
- 9781636670577
- ISBN (Softcover)
- 9781636670591
- ISBN (Hardcover)
- 9781636670584
- DOI
- 10.3726/b23920
- Language
- English
- Publication date
- 2026 (October)
- Keywords
- phronetic science poststructuralism ethics science education critical pedagogy equity social justice feminist theory Indigenous knowledge decolonial studies post-humanism ontology epistemology new materialism praxis sustainability Capitalocene Anthropocene
- Published
- New York, Berlin, Bruxelles, Chennai, Lausanne, Oxford, 2026. X, 176 pp., 9 b/w ill., 5 color ill., 9 tables.
- Product Safety
- Peter Lang Group AG
