Conversations About Science Education: A Retrospective of Science Education Research in CJSMTE
Tóm tắt
This review focuses on science education contributions to the Canadian Journal of Science, Mathematics and Technology Education (CJSMTE) from January 2001 through December 2014. Through a combination of content and citation analysis, we examine the journal as a location for conversations around specific themes and broader ideas related to science education. Conversations absent from the journal are also considered. This analysis provides a retrospective of the ways in which the CJSMTE has contributed to the field of science education and makes suggestions for future considerations.
Tài liệu tham khảo
Aikenhead, G. S. (1997). Toward a First Nations cross-cultural science and technology curriculum. Science Education, 81(2), 217–238.
Aikenhead, G. S. (1998a). Border crossing: Culture, school science and assimilation of students. In D. A. Roberts & L. Ostman (Eds.), Problems of meaning in science curriculum (pp. 86–100). New York, NY: Teachers College Press.
Aikenhead, G. S. (1998b). Many students cross cultural borders to learn science: Implications for teaching. Australian Science Teachers Journal, 44(4), 9–12.
Aikenhead, G. S. (2002a). Cross-cultural science teaching: Rekindling traditions for aboriginal students. Canadian Journal of Science, Mathematics and Technology Education, 2(3), 287–304.
Aikenhead, G. S. (2002b). The educo-politics of curriculum development: A response to Peter Fensham’s “time to change drivers for scientific literacy.” Canadian Journal of Science, Mathematics and Technology Education, 2(1), 49–57.
Aikenhead, G. S. (2006). Towards decolonizing the pan-Canadian science framework. Canadian Journal of Science, Mathematics and Technology Education, 6(4), 387–399.
Aikenhead, G. S., & Elliott, D. (2010). An emerging decolonizing science education in Canada. Canadian Journal of Science, Mathematics and Technology Education, 10(4), 321–338.
Albe, V., & Pedretti, E. (2013). Courting controversy: Socioscientific issues and school science and technology [Special issue]. Canadian Journal of Science, Mathematics and Technology Education, 13(4).
Alsop, S., & Bencze, J. L. (2010a). Introduction to the special issue on Activism: SMT Education in the Claws of the Hegemon. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 177–196.
Alsop, S., & Bencze, J. L. (Eds.). (2010b). Activism: SMT education in the claws of the hegemon [Special issue]. Canadian Journal of Science, Mathematics and Technology Education, 10(3).
Alsop, S., & Bencze, J. L. (2012). In search of activist pedagogies in SMTE. Canadian Journal of Science, Mathematics and Technology Education, 1(4), 394–408. doi:10.1080/14926156.2012.732256
Alsop, S., & Watts, M. (2002). Unweaving time and food chains: Two classroom exercises in scientific and emotional literacy. Canadian Journal of Science, Mathematics and Technology Education, 2(4), 435–448.
Amirault, E. R. (2004). La sociologie des sciences devrait elle informer l’enseignement des sciences? Canadian Journal of Science, Mathematics and Technology Education, 4(4), 537–548.
Anyi, K. W. U., Zainab, A. N., & Anuar, N. B. (2009). Bibliometric studies on single journals: A review. Malaysian Journal of Library & Information Science, 14(1), 17–55.
Aoki, T. (2005). Teaching as indwelling between two curriculum worlds. In W. Pinar & R. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 159–165). Mahwah, NJ: Lawrence Erlbaum.
Araújo, R. J., & Shideler, G. (2011). Celebrating 60 years of publication of the Bulletin of Marine Science: A bibliometric history (1951–2010). Bulletin of Marine Science, 87(4), 707–726.
Bader, B. (2003). Interpretation d’une controverse scientifique: Strategies argumentatives d’adolescentes et d’adolescents quebecois. Canadian Journal of Science, Mathematics and Technology Education, 3(2), 231–250.
Baker, D. R., & Piburn, M. D. (2003). Acknowledgments. Journal of Research in Science Teaching, 40(S1), iii–iv.
Barrett, M. J., & Sutter, G. C. (2006). A youth forum on sustainability meets the human factor: Challenging cultural narratives in schools and museums. Canadian Journal of Science, Mathematics and Technology Education, 6(1), 9–23.
Barton, A. C., Krajcik, J., Geier, B., Bills, P., & Hokayem, H. (2011). Journal of Research in Science Teaching annual report: January 1, 2010 to December 31, 2010. Journal of Research in Science Teaching, 48(5), iii–iv.
Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, SK, Canada: Purich Publishing.
Battiste, M., & Barman, J. (Eds.). (1995). First Nations education in Canada: The circle unfolds. Vancouver, BC, Canada: UBC Press.
Belczewski, A. (2009). Decolonizing science education and the science teacher: A White teacher’s perspective. Canadian Journal of Science, Mathematics and Technology Education, 9(3), 191–202.
Bencze, J. L. (2001). Subverting corporatisminschool science. Canadian Journal of Science, Mathematics and Technology Education, 1(3), 349–355.
Bencze, J. L. (2008). Private profit, science, and science education: Critical problems and possibilities for action. Canadian Journal of Science, Mathematics and Technology Education, 8(4), 297–312.
Berger, M., & Hersov, L. (2009). JCPP—The Journal of Child Psychology and Psychiatry: A history from the inside. Journal of Child Psychology and Psychiatry, 50(1–2), 2–8.
Bernard, M.-C. (2013). Intégration de questions socialement vives (QS) en cours de biologie par des enseignants et enseignantes du collégial et du lycée. Canadian Journal of Science, Mathematics and Technology Education, 13(4), 386–399.
Blades, D. (2012). Power and socioscientific issues: The pedagogy of Mire’s critique of skin whitening cosmeceuticals. Canadian Journal of Science, Mathematics and Technology Education, 12(3), 292–301.
Bowen, G. M., & Bencze, J. L. (2009). Print media representations of science fairs. Canadian Journal of Science, Mathematics and Technology Education, 9(2), 100–116.
Brickhouse, N. W. (2002). More questions than answers. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 203–206.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Burns, D. P., & Norris, S. P. (2012). Activist environmental education and moral philosophy. Canadian Journal of Science, Mathematics and Technology Education, 1(4), 380–393. doi:10.1080/14926156.2012.732190
Cardinal, B. J., & Thomas, J. R. (2005). The 75th anniversary of Research Quarterly for Exercise and Sport: An analysis of status and contributions. Research Quarterly for Exercise and Sport, 76(Suppl. 2), S122–S134.
Chin, P., Zanibbi, M., Dalgarno, N., Poth, C., Ayala, G., Hutchinson, N. L., & Munby, H. (2007). Teaching science for the workplace? An analysis of Canadian science curriculum documents. Canadian Journal of Science, Mathematics and Technology Education, 7(2-3), 107–132.
Das, P. K. (2013). Journal of Informetrics: A bibliometric profile. Journal of Library & Information Technology, 33(3), 243–252.
Dawson, V., & Venville, G. (2013). Introducing high school biology students to argumentation about socioscientific issues. Canadian Journal of Science, Mathematics and Technology Education, 13(4), 356–372.
Denzin, N. K. (2009). The elephant in the living room: Or extending the conversation about the politics of evidence. Qualitative Research, 9(2), 139–160.
Désautels, J. (2002). L’Alphabétisation technoscientifique et la démocratisation de la démocratie. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 189–195.
Désautels, J., & Larochelle, M. (2004). Forme scolaire, éducation aux sciences et pratique de la critique. Canadian Journal of Math, Science & Technology Education, 4(4), 515–528.
Dillon, J., & Teamey, K. (2002). Reconceptualizing environmental education: Taking accountof reality. Canadian Journal of Math, Science & Technology Education, 2(4), 467–483.
Duschl, R. A. (2002). New drivers for new science education highways. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 215–220.
Eames, C., & Bell, B. (2005). Using sociocultural views of learning to investigate the enculturation of students into the scientific community through work placements. Canadian Journal of Science, Mathematics and Technology Education, 5(1), 153–169.
Elshof, L. (2010). Transcending the age of stupid: Learning to imagine ourselves differently. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 232–243.
Ettayebi, M., & Gagnon, R. (2001). Reperer des conceptions en classe: Mythe ou realite. Canadian Journal of Science, Mathematics and Technology Education, 1(3), 319–339.
Faris, S. B. (2014). “Restorying” science education based on local spiritual and cultural values: The case of Ethiopia. Canadian Journal of Science, Mathematics and Technology Education, 14(1), 76–91.
Fensham, P. J. (2002a). Denouveaux guides pour l’alphabétisation scientifique. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 133–149.
Fensham, P. J. (2002b). Time to change drivers for scientific literacy. Canadian Journal of Science, Mathematics and Technology Education, 2(1), 9–24.
Florida Institute for Human and Machine Cognition. (n.d.). CMAP Tools. Retrieved from https://doi.org/cmap.ihmc.us/cmaptools/
Fourez, G. (2002). En écho à l’article de Fensham. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 197–202.
Fourez, G. (2005). Controverses autour de diverses conceptualisations (modélisations) des compétences transversales. Canadian Journal of Science, Mathematics and Technology Education, 5(3), 401–412.
Furió, C., Guisasola, J., & Almudí, J. M. (2004). Elementary electrostatic phenomena: Historical hindrances and students’ difficulties. Canadian Journal of Science, Mathematics and Technology Education, 4(3), 291–313.
Gadbois, S. A., & Haverstock, N. (2012). Middle years science teachers voice their first experiences with interactive whiteboard technology. Canadian Journal of Science, Mathematics and Technology Education, 12(1), 121–135.
Gardner, P. (1994). Editorial comments. Research in Science Education, 24(1), vi–vii.
Gaskell, J. (2001). STS in a time of economic change: What’s love got to do with it? Canadian Journal of Science, Mathematics and Technology Education, 1(4), 385–398.
Gaskell, J. (2002). Of cabbages and kings: Opening the hard shell of science curriculum policy. Canadian Journal of Science, Mathematics and Technology Education, 2(1), 59–66.
Georgiou, H., Maton, K., & Sharma, M. (2014). Recovering knowledge for science education research: Exploring the “Icarus effect” in student work. Canadian Journal of Science, Mathematics and Technology Education, 14(3), 252–268.
Gil-Pérez, D., & Vilches, A. (2005). The contribution of science and technological education to citizens’ culture 1. Canadian Journal of Math, Science & Technology Education, 5(2), 253–263.
Gitari, W. (2003). An inquiry into the integration of Indigenous knowledges and skills in the Kenyan secondary science curriculum:Acaseofhuman health knowledge. Canadian Journal of Science, Mathematics and Technology Education, 3(2), 195–212.
Goodnough, K., & Nolan, B. (2008). Engaging elementary teachers’ pedagogical content knowledge: Adopting problembased learning in the context of science teaching and learning. Canadian Journal of Science, Mathematics and Technology Education, 8(3), 197–216.
Gustafson, B. J., Shanahan, M.-C., & Gentilini, S. (2010). Elementary children’s shifting views of models and the nature of matter. Canadian Journal of Science, Mathematics and Technology Education, 10(2), 103–122.
Halai, N., & Hodson, D. (2004). Munazza’s story: Shedding light on a science teacher’s conceptions of the nature of science through a life history study. Canadian Journal of Science, Mathematics and Technology Education, 4(2), 193–208.
Head, J., Bucat, R., Mocerino, M., & Treagust, D. (2005). Exploring students’ abilities to use two different styles of structural representation in organic chemistry. Canadian Journal of Science, Mathematics and Technology Education, 5(1), 133–152.
Helldén, G. F. (2004). A study of recurring core developmental features in students’ conceptions of some key ecological processes. Canadian Journal of Science, Mathematics and Technology Education, 4(1), 59–76.
Hewson, P. W. (2002). Literacy and scientific literacy: A response to Fensham. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 207–213.
Higgins, M. (2014). De/colonizing pedagogy and pedagogue: Science education through participatory and reflexive videography. Canadian Journal of Science, Mathematics and Technology Education, 14(2), 154–171.
Hodson, D. (2001). Towards a more critical multiculturalism. Canadian Journal of Science, Mathematics and Technology Education, 1(1), 117–121.
Hodson, D. (2002). Editorial: So far, so good—But room for improvement. Canadian Journal of Science, Mathematics and Technology Education, 2(1), 1–3.
Hodson, D. (2003). Editorial. Canadian Journal of Science, Mathematics and Technology Education, 3(1), 1–2.
Hodson, D. (2006). Why we should prioritize learning about science. Canadian Journal of Math, Science & Technology Education, 6(3), 293–311.
Hodson, D. (2010). Science education as a call to action. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 197–206.
Hodson, D., Hanna, G., & Désautels, J. (2001). Editorial: Finally, a Canadian voice. Canadian Journal of Science, Mathematics and Technology Education, 1(1), 5–7.
Holgersson, I., & Löfgren, L. (2004). A long-term study of students’ explanations of transformations of matter. Canadian Journal of Science, Mathematics and Technology Education, 4(1), 77–96.
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
Jaipal, K., & Figg, C. (2009). Using video games in science instruction: Pedagogical, social, and concept-related aspects. Canadian Journal of Science, Mathematics and Technology Education, 9(2), 117–134.
Jenkins, E. (2003). School science: Too much, too little, or a problem with science itself? Canadian Journal of Science, Mathematics and Technology Education, 3(2), 269–274.
Joshua, S. (2002). Pour une réponse multiforme à un problème délicat. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 177–181.
Kawasaki, J. N., DeLiema, D. J., & Sandoval, W. A. (2014). The influence of non-epistemic features of settings on epistemic cognition. Canadian Journal of Science, Mathematics and Technology Education, 14(2), 207–221.
Kim, E.-J. A., & Dionne, L. (2014). Traditional ecological knowledge in science education and its integration in Grades 7 and 8Canadian science curriculum documents. Canadian Journal of Science, Mathematics and Technology Education, 14(4), 311–329.
Kondracki, N. L., Wellman, N. S., & Amundson, D. R. (2002). Content analysis: Review of methods and their applications in nutrition education. Journal of Nutrition Education and Behavior, 34(4), 224–230.
Larochelle, M. (2002). Les paradoxes de Peter. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 183–188.
Larochelle, M., & Désautels, J. (2001). Les enjeux socioéthiques des désaccords entre scientifiques: Un aperçu de la construction discursive d’étudiants et étudiantes. Canadian Journal of Science, Mathematics and Technology Education, 1(1), 39–60.
Latour, B. (1989). La science en action. Paris, France: Découverte.
Law, N. (2002). Scientific literacy: Charting the terrains of a multifaceted enterprise. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 151–176.
Lechaudel, A., & Guichard, J. (2005). Simulations informatiques versus manipulations d’objets pour les apprentissages scientifiques à l’école primaire. Canadian Journal of Science, Mathematics and Technology Education, 5(2), 209–222.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359.
Lederman, N. G., Gess-Newsome, J., & Zeidler, D. L. (1993). A summary of research in science education—1991. Science Education, 77(5), 465–466.
Lederman, N. G., Schwartz, R. S., Abd-El-Khalick, F., & Bell, R. L. (2001). Pre-service teachers’ understanding and teaching of nature of science: An intervention study. Canadian Journal of Science, Mathematics and Technology Education, 1(2), 135–160.
Lee, C.-M., & Taylor, M. J. (2013). Moral education trends over 40 years: A content analysis of the Journal of Moral Education (1971–2011). Journal of Moral Education, 42(4), 399–429.
Lee, H., Abd-El- Khalick, F., & Choi, K. (2006). Korean science teachers’ perceptions of the introduction of socio-scientific issues into the science curriculum. Canadian Journal of Science, Mathematics and Technology Education, 6(2), 97–117.
Le Grange, L. (2010). The environment in the mathematics, natural sciences, and technology learning areas for general education and training in South Africa. Canadian Journal of Science, Mathematics and Technology Education, 10(1), 13–26.
Lewthwaite, B., & McMillan, B. (2007). Combining the views of both worlds: Perceived constraints and contributors to achieving aspirations for science education in qikiqtani. Canadian Journal of Science, Mathematics and Technology Education, 7(4), 355–376.
Lewthwaite, B., & Renaud, R. (2009). Pilimmaksarniq: Working together for the common good in science curriculum development and delivery in Nunavut. Canadian Journal of Science, Mathematics and Technology Education, 9(3), 154–172.
Lewthwaite, B., Stoeber, R., & Renaud, R. (2007). Les facteurs qui influencent l’offre des sciences dans les milieux minoritaires francophones. Canadian Journal of Science, Mathematics and Technology Education, 7(4), 317–334.
Liu, X., & Tang, L. (2004). The progression of students’ conceptions of energy: A cross-grade, cross-cultural study. Canadian Journal of Science, Mathematics and Technology Education, 4(1), 43–57.
Lundin, M. (2008). Meaning making of precision and procedures in school science. Canadian Journal of Science, Mathematics and Technology Education, 8(1), 25–34.
Malekan, M. (2008). Battlegrounds for control: A critical review of the Ontario Grade 1–8 science curriculum. Canadian Journal of Science, Mathematics, and Technology Education, 8(2), 169–187.
Mayring, P. (2000). Qualitative content analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(2), 1–10. Retrieved from https://doi.org/www.qualitative-research.net.login.ezproxy.library.ualberta.ca/index.php/fqs/article/view/1089
McGinnis, J. R., Collins, A., Charmatz, K., Schalk, K., & Henry, E. (2006). Journal of Research in Science Teaching annual report: January 1, 2005-December 31, 2005. Journal of Research in Science Teaching, 43(6), 531–534.
McMillan, B. (2007). A teacher candidate’s experience in the teaching of science using historical narratives and stories. Canadian Journal of Science, Mathematics and Technology Education, 7(4), 377–400.
McMillan, E., & Vasseur, L. (2010). Environmental education: Interdisciplinarity in action. International Journal of Interdisciplinary Social Sciences, 5(3), 435–445.
McRobbie, C. J. (1995). Editorial. Research in Science Education, 25(1), 1.
Michell, H. (Ed.) (2009). Indigenous education from place: Best practices on Turtle Island [Special issue]. Canadian Journal of Science, Mathematics and Technology Education, 9(3).
Milford, T. M., Jagger, S., Yore, L. D., & Anderson, J. O. (2010). National influences on science education reform in Canada. Canadian Journal of Science, Mathematics and Technology Education, 10(4), 370–381.
Mire, A. (2012). The scientification of skin whitening and the entrepreneurial university-linked corporate scientific officer. Canadian Journal of Science, Mathematics and Technology Education, 12(3), 272–291.
Moed, H. F. (2006). Citation analysis in research evaluation (Vol. 9). Dordecht, the Netherlands: Springer.
Moseley, C., Herber, R., Brooks, J., & Schwarz, L. (2010). “Where are the field investigations?” An investigation of the (implied) paradox of learning about environmental education in a virtual classroom. Canadian Journal of Science, Mathematics and Technology Education, 10(1), 27–39.
Mujawamariya, D., Hujaleh, F., & Lima-Kerckhoff, A. (2014). A reexamination of Ontario’s science curriculum: Toward a more inclusive multicultural science education? Canadian Journal of Science, Mathematics and Technology Education, 14(3), 269–283.
Nashon, S. M. (2013). Interpreting Kenyan science teachers’ views about the effect of student learning experiences on their teaching. Canadian Journal of Science, Mathematics and Technology Education, 13(3), 213–231.
Nazir, J., Pedretti, E., Wallace, J., Montemurro, D., & Inwood, H. (2011). Reflections on the Canadian experience with education for climate change and sustainable development. Canadian Journal of Science, Mathematics and Technology Education, 11(4), 365–380.
Nebelong-Bonnevie, E., & Frandsen, T. F. (2006). Journal citation identity and journal citation image: A portrait of the Journal of Documentation. Journal of Documentation, 62(1), 30–57.
Nielsen, J. A. (2013). Delusions about evidence: On why scientific evidence should not be the main concern in sociosci-entific decision making. Canadian Journal of Science, Mathematics and Technology Education, 13(4), 373–385.
Nolan, K. (2003). Casting shadows in the science classroom. Canadian Journal of Science, Mathematics and Technology Education, 3(2), 213–229.
Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240.
Osborne, J. (2001). Promoting argument in the science classroom: A rhetorical perspective. Canadian Journal of Science, Mathematics and Technology Education, 1(3), 271–290.
Pedretti, E., & Bellomo, K. (2013). A time for change: Advocating for STSE education through professional learning communities. Canadian Journal of Science, Mathematics and Technology Education, 13(4), 415–437.
Pedretti, E., Bencze, L., Hewitt, J., Romkey, L., & Jivraj, A. (2008). Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology. Science & Education, 17(8-9), 941–960.
Pedretti, E., Macdonald, R. D., Gitari, W., & McLaughlin, H. (2001). Visitor perspectives on the nature and practice of science: Challenging beliefs through a question of truth. Canadian Journal of Science, Mathematics and Technology Education, 1(4), 399–418.
Pedretti, E., & Nazir, J. (2011). Currents in STSE education: Mapping a complex field, 40 years on. Science Education, 95(4), 601–626.
Pegg, J. M., & Wiseman, D. (2015). Science Education Citation Network for Canadian Journal of Science, Mathematics and Technology Education 2001–2014. Science Education Genealogy Dataverse, Version 1, https://doi.org/dx.doi.org/10.7939/DVN/10476
Penney, K., Norris, S. P., Phillips, L. M., & Clark, G. (2003). The anatomy of junior high school science textbooks: An analysis of textual characteristics and a comparison to media reports of science. Canadian Journal of Science, Mathematics and Technology Education, 3(4), 415–436.
Peterson, R. W., & Carlson, G. R. (1979). A summary of research in science education—1977. Science Education, 63(4), 429–553.
Potvin, P., Riopel, M., Charland, P., & Mercier, J. (2011). Portrait des différences entre les genres dans le contexte de l’apprentissage de l’électricité en fonction de la certitude exprimée lors de la production de réponses. Canadian Journal of Science, Mathematics and Technology Education, 11(4), 328–347.
Pouliot, C. (2012). Et pourquoi pas une éducation aux sciences qui aborde la participation des acteurs sociaux aux controverses sociotechniques? Canadian Journal of Science, Mathematics and Technology Education, 1(4), 367–379.
Rahm, J. (2006). A look at meaning making in science through school-scientist-museum partnerships. Canadian Journal of Science, Mathematics and Technology Education, 6(1), 47–66.
Rivard, L. P., Cormier, M., & Turnbull, M. (2012). Reading strategies in French immersion science classes: Preparing our students for tomorrow. Canadian Journal of Science, Mathematics and Technology Education, 12(1), 86–102.
Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566–593.
Robinson, G., & Lewthwaite, B. (2007). Understanding the dynamics of risk and protective factors in promoting success in science and mathematics education. Canadian Journal of Science, Mathematics and Technology Education, 7(4), 283–285.
Rooney, E. (2002). La fabrication de l’éducation relative a l’environnement. Canadian Journal of Science, Mathematics and Technology Education, 2(3), 339–356.
Roth, W. (2002). Taking science education beyond schooling. Canadian Journal of Science, Mathematics and Technology Education, 2(1), 37–48.
Roth, W. (2005). Ethnomethodology and the r/evolution of science education. Canadian Journal of Science, Mathematics and Technology Education, 5(2), 185–198.
Roth, W. M. (2010). Activism: A category for theorizing learning. Canadian Journal of Science, Mathematics and Technology Education, 1(3), 278–291. doi:10.1080/14926156.2010.504493
Rozensky, R. H., Tovian, S. M., & Sweet, J. J. (2014). Twenty years of the Journal of Clinical Psychology in Medical Settings: We hope you will enjoy the show. Journal of Clinical Psychology in Medical Settings, 21(1), 1–9.
Sammel, A. (2006). Finding the crack in everything: Exploring the causal promise in science education. Canadian Journal of Science, Mathematics and Technology Education, 6(4), 325–337.
Shapiro, B. (2004). Studying lifeworlds of science learning: A longitudinal study of changing ideas, contexts, and personal orientations inscience learning. Canadian Journal of Science, Mathematics and Technology Education, 4(1), 127–147.
Sherman, W. (2004). Science studies, situatedness, and instructional design in science education: A summary and critique of the promise. Canadian Journal of Science, Mathematics and Technology Education, 4(4), 443–465.
Sherman, W. (2005). A reply to Roth. Canadian Journal of Science, Mathematics and Technology Education, 5(2), 199–207.
Simonneaux, L. (2008). Épistémologie et didactique de la biotechnologie: Un point de vue. Canadian Journal of Science, Mathematics and Technology Education, 8(1), 82–89.
Smith, L. C. (1981). Citation analysis. Library Trends, 30(1), 83–106.
Solomon, J. (2002). Changes to science education: Where next? Canadian Journal of Science, Mathematics and Technology Education, 2(1), 25–30.
Steele, A. (2014). The seventh current: A case for the environment in STSE education. Canadian Journal of Science, Mathematics and Technology Education, 14(3), 238–251. doi:10.1080/14926156.2014.935527
Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139–153.
Stronach, I. (2006). Enlightenment and the “heart of darkness”: (Neo)imperialism in the Congo, and elsewhere. International Journal of Qualitative Studies in Education, 19(6), 757–768.
Tan, M., & Pedretti, E. (2010). Negotiating the complexities of environmental education: A study of Ontario teachers. Canadian Journal of Science, Mathematics and Technology Education, 10(1), 61–78.
Tate, R. L., III. (2006). Soil Science: The beginning years. Soil Science, 171(6), S3–S8.
Taylor & Francis Group. (n.d.). Canadian Journal of Science, Mathematics and Technology Education. Retrieved from https://doi.org/www.tandfonline.com/toc/ucjs20/current#.VMwe-satjlV
Thomas, G. P., & McRobbie, C. J. (2002). Investigating chemistry students’ learning about the relationship between the temperature and the pressure of a gas using a microcomputer-based laboratory (MBL): A word of caution. Canadian Journal of Science, Mathematics and Technology Education, 2(3), 321–338.
Treagust, D. F. (2002). Supporting change, but also contributing to the problem! Canadian Journal of Science, Mathematics and Technology Education, 2(1), 31–35.
Tytler, R., & Peterson, S. (2004). Young children learning about evaporation: A longitudinal perspective. Canadian Journal of Science, Mathematics and Technology Education, 4(1), 111–126.
Waddington, D. I., & Imbriglio, A. (2011). Relegated to the margins? The place of STSE themes in Québec secondary cycle one science textbooks. Canadian Journal of Science, Mathematics and Technology Education, 11(2), 160–179.
Wallace, J. (2009). Looking back, looking forward. Canadian Journal of Science, Mathematics and Technology Education, 9(1), 1–4.
Wellington, J. (2001). What is science education for? Canadian Journal of Science, Mathematics and Technology Education, 1(1), 23–38.
Wellington, J. (2002). Viewpoint: What can science education do for citizenship and the future of the planet? Canadian Journal of Science, Mathematics and Technology Education, 2(4), 553–561.
Wiseman, D., & Pegg, J. M. (2014, May 25-29). Considering the field: Science education research and researchers in the Canadian context. Paper presented at the Canadian Society for the Study of Education, Brock University, St. Catharines, ON, Canada.
Wiseman, D., Pegg, J. M., & Hostetler, A. (2015). Canadian Science Education Academic Genealogy, (May 2014). Science Education Genealogy Dataverse, Version 2, https://doi.org/dx.doi.org/10.7939/DVN/10478
Woolnough, B. E. (2001). Of “knowing science” and of “doing science”: A reaffirmation of the tacit and the affective in science and science education. Canadian Journal of Science, Mathematics and Technology Education, 1(3), 255–270.
Yoon, S. (2002). What children think about human-animal relationships: Incorporating humane education goals in science and technology curriculum and instruction. Canadian Journal of Science, Mathematics and Technology Education, 2(4), 449–466.
Yore, L., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 Years of language arts and science research. International Journal of Science Education, 25(6), 689–725.
Zainab, A. N., Anyi, K. W. U., & Anuar, N. B. (2009). A single journal study: Malaysian Journal of Computer Science. Malaysian Journal of Computer Science, 22(1), 1–18.
Zeyer, A., & Kägi, S. (2010). Colorful nature and grey misery: Science and technology in an environmental context as analyzed in pictures made by 11- to 13-year-old Swiss students. Canadian Journal of Science, Mathematics and Technology Education, 10(1), 40–60.
Zhou, G., & Kim, J. (2010). Impact of an integrated methods course on preservice teachers’ perspectives of curriculum integration and faculty instructors’ professional growth. Canadian Journal of Science, Mathematics and Technology Education, 10(2), 123–138.