Meeting Them ‘Where They’re At’: Critical Secondary School NoS Resource Development

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dc.article.number102193
dc.catalogadorcarga
dc.contributor.authorKofman N.
dc.contributor.authorZouda M.
dc.contributor.authorEl Halwany S.
dc.contributor.authorDel Gobbo D.
dc.contributor.authorIbrahim S.
dc.contributor.authorGuerrero G.
dc.contributor.authorBencze L.
dc.date.accessioned2025-11-30T10:00:20Z
dc.date.available2025-11-30T10:00:20Z
dc.date.issued2025
dc.description.abstract© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.Apparently, most schools present relatively reductionist and sanitised views about relationships among fields of science, technology, engineering and mathematics and societies and environments (STEM-SE). Despite Science and Technology Studies' research indicating, for example, that STEM-SE relationships often involve combinations of factors both internal (e.g., experiment design) and external (e.g., capitalist contracts with scientists) to the fields, school systems tend to prioritise more internalist perspectives. These often also appear to be very idealised conceptions of STEM fields—suggesting, for example, that they are highly apolitical. Some analysts suggest that difficulties in addressing externalist conceptions may be explained by assuming that vast and complex pro-capitalist ‘dispositifs’ lead schools to idealise professional STEM fields for recruitment purposes and to promote values like: competitiveness and cost externalities that seem largely responsible for serious problems like the climate crisis. Accordingly, since 2006, we have emphasised direct instruction about possibly problematic STEM-SE relationships and corresponding actions to overcome perceived problems. During her research assistantship with us, however, Nicole Kofman (first author here), a student teacher at the time, concluded that our team’s recent approaches have focused too zealously on more externalist perspectives about science. Consequently, she challenged us to ‘meet teachers where they’re at’—such as by exposing them to common internalist ‘misconceptions,’ such as that science practices are largely data-dependent, perhaps not subject to ideological positions, etc. This seems to be a prudent and, perhaps, humbling, message for a project that has ambitiously aimed to dramatically challenge existing socioeconomic systems through science/STEM education.
dc.description.funderNational Commission for Scientific and Technological Research
dc.description.funderFONDECYT
dc.format.extent31 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1007/978-3-031-83837-8_17
dc.identifier.eissn2213-3968
dc.identifier.issn18780784 18780482
dc.identifier.scopusidSCOPUS_ID:105006823293
dc.identifier.urihttps://doi.org/10.1007/978-3-031-83837-8_17
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/107189
dc.identifier.wosidWOS:000604532100006
dc.information.autorucFacultad de Educación | Instituto para el Desarrollo Sustentable; Guerrero Hernández, Gonzalo Rodolfo; S/I; 1381229
dc.information.autorucNo Informado
dc.information.autorucNo Informado; Guerrero Hernández, Gonzalo Rodolfo; S/I; 1381229
dc.issue.numero20
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final378
dc.pagina.inicio357
dc.publisherSpringer Science and Business Media B.V.
dc.relation.ispartofGoya
dc.revistaContemporary Trends and Issues in Science Education
dc.rightsregistro bibliográfico
dc.subjectNature of science
dc.subjectScience education
dc.subjectSTEM resource
dc.subjectSTSE
dc.subjectTeachers
dc.subject.ddc400
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación y calidad
dc.titleMeeting Them ‘Where They’re At’: Critical Secondary School NoS Resource Development
dc.typecapítulo de libro
dc.volumen63
sipa.codpersvinculados1381229
sipa.codpersvinculados1381229
sipa.indexScopus
sipa.trazabilidadWOS-SCOPUS;2025-11-30
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