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Moving beyond student surveys and toward critical consciousness in science education

Cultural studies of science education, 2022-03, Vol.17 (1), p.85-97

Seiler, Gale

2022

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New metaphors about culture: Implications for research in science teacher preparation

Journal of research in science teaching, 2013-01, Vol.50 (1), p.104-121

Seiler, Gale

2013

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New Norms and Forms of Participation in Rural South African Science Classrooms

Anthropology & education quarterly, 2018-09, Vol.49 (3), p.262-278

Seiler, Gale

2018

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A Neoindigenous Perspective on Language Silencing in Science Education

Research in science education (Australasian Science Education Research Association), 2019-08, Vol.49 (4), p.1041-1053

2019

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Reconstructing Science Curricula Through Student Voice and Choice

Education and urban society, 2013-05, Vol.45 (3), p.362-384

Seiler, Gale

2013

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Identity work in the college science classroom: The cases of two successful latecomers to science: JACKSON and SEILER

Science education (Salem, Mass.), 2017-09, Vol.101 (5), p.716-740

2017

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Reversing the "standard" direction: Science emerging from the lives of African American students

Journal of research in science teaching, 2001-11, Vol.38 (9), p.1000-1014

Seiler, Gale

2001

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Science identity trajectories of latecomers to science in college

Journal of research in science teaching, 2013-09, Vol.50 (7), p.826-857

2013

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Identity work in the college science classroom: The cases of two successful latecomers to science

Science education (Salem, Mass.), 2017-09, Vol.101 (5), p.716-740

2017

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Becoming a science teacher: moving toward creolized science and an ethic of cosmopolitanism

Cultural studies of science education, 2011-03, Vol.6 (1), p.13-32

Seiler, Gale

2011

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Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning

Journal of science education and technology, 2018-04, Vol.27 (2), p.147-164

2018

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The Role of Communal Practices in the Generation of Capital and Emotional Energy among Urban African American Students in Science Classrooms

Teachers College record (1970), 2007-02, Vol.109 (2), p.391-419

2007

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I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum

Cultural studies of science education, 2018-09, Vol.13 (3), p.761-784

2018

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The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

Journal of geoscience education, 2016-08, Vol.64 (3), p.159-174

2016

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University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry

Studies in science education, 2017-07, Vol.53 (2), p.113-136

2017

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Student-Powered Science: Science Education for and by African American Students

Equity & excellence in education, 2010-01, Vol.43 (1), p.88-104

2010

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University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

Studies in science education, 2017-04, Vol.52 (2)

2017

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Bringing climate scientist’s tools into classrooms to improve conceptual understandings

Journal of environmental studies and sciences, 2019-03, Vol.9 (1), p.25-34

2019

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Bringing Climate Scientist's Tools into Classrooms to Improve Conceptual Understandings

Journal of environmental studies and sciences, 2018-11, Vol.9 (1)

2018

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Hidden wor(l)ds in science class: conscientization and politicization in science education research and practice

Cultural studies of science education, 2009-09, Vol.4 (3), p.739-753

2009

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Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities

Cultural studies of science education, 2007-01, Vol.2 (1), p.73-103

2007

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Reversing the "Standard" Direction: Science Emerging from the Lives of African American Students

Journal of research in science teaching, 2001, Vol.9 (38), p.1000

Seiler, Gale

2001

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Reversing the standard direction : Science emerging from the lives of African american students: Urban Science Education. II

Journal of research in science teaching, 2001, Vol.38 (9), p.1000-1014

SEILER, Gale

2001

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Rethinking resources and hybridity

Cultural studies of science education, 2011-06, Vol.6 (2), p.389-399

2011

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Science Teacher Identity Work in Colonized and Racialized Spaces

Science Identities, p.209-226

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Moving beyond student surveys and toward critical consciousness in science education

New metaphors about culture: Implications for research in science teacher preparation

New Norms and Forms of Participation in Rural South African Science Classrooms

A Neoindigenous Perspective on Language Silencing in Science Education

Reconstructing Science Curricula Through Student Voice and Choice

Identity work in the college science classroom: The cases of two successful latecomers to science: JACKSON and SEILER

Reversing the "standard" direction: Science emerging from the lives of African American students

Science identity trajectories of latecomers to science in college

Identity work in the college science classroom: The cases of two successful latecomers to science

Becoming a science teacher: moving toward creolized science and an ethic of cosmopolitanism

Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning

The Role of Communal Practices in the Generation of Capital and Emotional Energy among Urban African American Students in Science Classrooms

I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry

Student-Powered Science: Science Education for and by African American Students

University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

Bringing climate scientist’s tools into classrooms to improve conceptual understandings

Bringing Climate Scientist's Tools into Classrooms to Improve Conceptual Understandings

Hidden wor(l)ds in science class: conscientization and politicization in science education research and practice

Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities

Reversing the "Standard" Direction: Science Emerging from the Lives of African American Students

Reversing the standard direction : Science emerging from the lives of African american students: Urban Science Education. II

Rethinking resources and hybridity

Science Teacher Identity Work in Colonized and Racialized Spaces

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