Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon;publishes articles that have an explicit and appropriate connection with and immersion in cultural studies;seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy;builds new communities at the interface of currently distinct discourses;aims to be a catalyst that forges new genres of and for scholarly dissemination;provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars;publishes manuscripts that encompass all forms of scholarly activity;includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
《科学教育的文化研究》是一份同行评审期刊，为从事文化研究和科学教育多学科领域的研究人员提供了一个互动平台。这本新杂志采用文化研究的方法，关注文化研究的理论，反映了当前科学教育研究在各种背景下的多样性，包括学校、博物馆、动物园、实验室、公园和花园、水族馆和社区发展、维护和修复。这本杂志的重点是科学教育作为一种文化，跨年龄，跨阶级，跨学科的现象;发表与文化研究有明确和适当联系的文章;寻求有理论发展的文章作为一个整体方面的数据介绍;在科学教育与科学社会研究、公众对科学的理解、科学/技术与人类价值以及科学与扫盲之间建立桥梁;在当前不同话语的界面上建立新的共同体;旨在成为一个催化剂，锻造新的体裁和学术传播;提供了一个互动对话，包括编辑，审查委员会成员，和选定的国际学者;出版涵盖各种形式学术活动的手稿;包括研究文章、论文、《任择议定书》、评论、意见、批评和关于新出现的重要问题的信件。
From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9861-5
Expanding and enacting transformative meanings of equity, diversity and social justice in science education
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09938-7
Wayfinding as a concept for understanding success among Native Americans in STEM: “learning how to map through life”
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-017-9849-6
Towards a truer multicultural science education: how whiteness impacts science education
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-017-9854-9
Stories we live, identities we build: how are elementary teachers’ science identities shaped by their lived experiences?
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-017-9855-8
De/colonizing methodologies in science education: rebraiding research theory–practice–ethics with Indigenous theories and theorists
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9862-4
Latinas’ heritage language as a source of resiliency: impact on academic achievement in STEM fields
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-016-9789-6
Gender performance in an out-of-school science context
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-017-9851-Z
Framing equity through a closer examination of critical science agency
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09914-1
Wetekia kia rere: the potential for place-conscious education approaches to reassure the indigenization of science education in New Zealand settings
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09923-0
Cultivating Native American scientists: an application of an Indigenous model to an undergraduate research experience
来源期刊：Cultural studies of science educationDOI：10.1007/s11422-017-9850-0
Against the grain: science education researchers and social justice agendas
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09939-6
Equity in groupwork: the social process of creating justice in a science classroom
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09918-X
Realizing transformative agency and student identity: meaningful practical activity based formative intervention at grade eight
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9907-8
Female and minority experiences in an astronomy-based science hobby
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9884-Y
Relational epistemologies in land-based learning environments: reasoning about ecological systems and spatial indexing in motion
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09922-1
V-Note: a video analysis tool for teacher|researchers
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9877-X
What counts as science? Expansive learning actions for teaching and learning science with bilingual children
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09909-Y
Discerning contextual complexities in STEM career pathways: insights from successful Latinas
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9900-2
Looking forward by looking back: equity in science education as socially just and morally healing action
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09916-Z
Translanguaging and Equity in Groupwork in the Science Classroom: Adding Linguistic and Cultural Diversity to the Equation.
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09919-W
Transformative pedagogy: Dinka playgroups as spaces for cultural knowledge productions of Western science
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9908-7
There is no equity in a vacuum: on the importance of historical, political, and moral considerations in science education
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09925-Y
Indigenous STEM success stories as disquieting decolonization: thoughts on new times and, old thoughts about place-ness
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9887-8
Mapping the evolution of an after-school STEM club for African American girls using activity theory
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9886-9
Good, now keep going: challenging the status quo in STEM pipeline and access programs
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9863-3
Studying the development of agency and political consciousness in science education
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09915-0
The aspirin unit: confronting a hostile political context through chemistry curriculum
来源期刊：Cultural Studies of Science EducationDOI：10.1007/s11422-019-09932-z
Morality and science teaching: expanding the idea of giving zakah
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09917-Y
A critical materialist entry into the comforts and dangers in defining academics’ of science teaching and learning research communities
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9871-3
Science teacher identities in the making
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9874-0
Conceptualizing the margins in science education: the limits of multicultural analyses
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09926-X
Speaking out about inequities
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09912-3
A review of Education and Social Media using functionalist and conflict theories of educational purposes
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-017-9828-Y
Teaching with understanding while teaching for understanding
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09924-Z
Humanizing disciplinary literacy pedagogy for Dinka refugee children
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9896-7
Indigenous STEM success stories as disquieting decolonization: thoughts on new times and, old thoughts about place-ness
来源期刊：Cultural Studies of Science EducationDOI：10.1007/s11422-018-9873-1
Dialogic meta-ethnography: troubling methodology in ethnographically informed qualitative inquiry
来源期刊：Cultural Studies of Science EducationDOI：10.1007/s11422-019-09961-8
Place, food practices, and scientific knowledge
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9902-0
Leveraging science teachers’ identities to support meaningful and actionable professional learning
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9875-Z
Science centres, gender and learning
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9880-2
Showtime: the biopolitical performance of ‘effective beginning science teacher’
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9885-X
How do we know whether the glass is half full? Reflections on equity, hope, and cycles of violence
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09921-2
Understanding social bonds during science inquiry using V-Note software
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09940-Z
Teacher education at the intersection of race and ability
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09927-W
Identity, agency, and the internal conversations of science and math teachers implementing instructional reforms in high-need urban schools
来源期刊：Cultural Studies of Science EducationDOI：10.1007/s11422-019-09965-4
Responsible intra-action in a science center
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9876-Y
Yahdii reveals the way
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-018-9890-0
Rethinking equity: standpoints emerging from a community project with victims of violence and abuse in Argentina
来源期刊：Cultural Studies of Science EducationDOI：10.1007/S11422-019-09920-3
