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Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives

Educational psychologist, 2015-07, Vol.50 (3), p.220-233

Bang, Megan

2015

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cultural side of science communication

Proceedings of the National Academy of Sciences - PNAS, 2014-09, Vol.111 (Supplement 4), p.13621-13626

2014

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Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures

Cognition and instruction, 2020-07, Vol.38 (3), p.434-444

Bang, Megan

2020

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Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making

Cognition and instruction, 2016-07, Vol.34 (3), p.173-193

2016

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Cultural Mosaics and Mental Models of Nature

Proceedings of the National Academy of Sciences - PNAS, 2007-08, Vol.104 (35), p.13868-13874

2007

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Nature-culture constructs in science learning: Human/non-human agency and intentionality

Journal of research in science teaching, 2015-04, Vol.52 (4), p.530-544

2015

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Cultural processes in science education: Supporting the navigation of multiple epistemologies

Science education (Salem, Mass.), 2010-11, Vol.94 (6), p.1008-1026

2010

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Reducing Indigenous suicide: Recognizing vital land and food systems for livelihoods

American journal of community psychology, 2024-03, Vol.73 (1-2), p.267-279

2024

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Epistemologies in the Text of Children's Books: Native- and non-Native-authored books

International journal of science education, 2013-09, Vol.35 (13), p.2133-2151

2013

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If Indigenous Peoples Stand with the Sciences, Will Scientists Stand with Us?

Daedalus (Cambridge, Mass.), 2018-03, Vol.147 (2), p.148-159

2018

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Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship

Cognition and instruction, 2018-04, Vol.36 (2), p.83-88

2018

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Designing Pedagogies for Indigenous Science Education: Finding Our Way to Storywork

Journal of American Indian education, 2015-07, Vol.54 (2), p.29-51

2015

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Indigenous Pedagogies: Land, Water, and Kinship

Occasional Paper Series, 2023-05, Vol.2023 (49)

2023

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Look to the field

The Behavioral and brain sciences, 2022-02, Vol.45, p.e22-e22, Article e22

2022

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We’re Not Migrating Yet: Engaging Children’s Geographies and Learning with Lands and Waters

Occasional Paper Series, 2022-11, Vol.2022 (48), p.33-47

2022

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Community-Based Design Research: Learning Across Generations and Strategic Transformations of Institutional Relations Toward Axiological Innovations

Mind, culture and activity, 2016-01, Vol.23 (1), p.28-41

2016

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Commentary: Designing Science Instructional Materials that Contribute to More Just, Equitable, and Culturally Thriving Learning and Teaching in Science Education

Journal of science teacher education, 2021-10, Vol.32 (7), p.858-864

2021

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Designing with Families for Just Futures

Journal of family diversity in education, 2022-01, Vol.4 (2)

2022

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Toward Just and Sustainable Futures: Human Learning and Relationality Within Socio-Ecological Systems

Review of research in education, 2023-03, Vol.47 (1), p.218-273

2023

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Relational epistemologies in land-based learning environments: reasoning about ecological systems and spatial indexing in motion

Cultural studies of science education, 2019-06, Vol.14 (2), p.425-448

2019

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Narratives of dynamic lands: science education, indigenous knowledge and possible futures

Cultural studies of science education, 2016-06, Vol.11 (2), p.471-475

2016

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Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence

Cognition and instruction, 2019-07, Vol.37 (3), p.306-326

2019

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What might we accomplish in 25 years?

Phi Delta Kappan, 2021-10, Vol.103 (2), p.54-57

2021

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Possible futures: What might we accomplish in 25 years?

Phi Delta Kappan, 2021-10, Vol.103 (2), p.1-1

2021

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Systems of (non-)diversity

Nature human behaviour, 2017-05, Vol.1 (5), Article 0088

2017

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Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives

cultural side of science communication

Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures

Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making

Cultural Mosaics and Mental Models of Nature

Nature-culture constructs in science learning: Human/non-human agency and intentionality

Cultural processes in science education: Supporting the navigation of multiple epistemologies

Reducing Indigenous suicide: Recognizing vital land and food systems for livelihoods

Epistemologies in the Text of Children's Books: Native- and non-Native-authored books

If Indigenous Peoples Stand with the Sciences, Will Scientists Stand with Us?

Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship

Designing Pedagogies for Indigenous Science Education: Finding Our Way to Storywork

Indigenous Pedagogies: Land, Water, and Kinship

Look to the field

We’re Not Migrating Yet: Engaging Children’s Geographies and Learning with Lands and Waters

Community-Based Design Research: Learning Across Generations and Strategic Transformations of Institutional Relations Toward Axiological Innovations

Commentary: Designing Science Instructional Materials that Contribute to More Just, Equitable, and Culturally Thriving Learning and Teaching in Science Education

Designing with Families for Just Futures

Toward Just and Sustainable Futures: Human Learning and Relationality Within Socio-Ecological Systems

Relational epistemologies in land-based learning environments: reasoning about ecological systems and spatial indexing in motion

Narratives of dynamic lands: science education, indigenous knowledge and possible futures

Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence

What might we accomplish in 25 years?

Possible futures: What might we accomplish in 25 years?

Systems of (non-)diversity

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