515
Views
2
CrossRef citations to date
0
Altmetric
Articles

Repairing Elementary School Science

References

  • Alaimo, S. (2010). Eluding capture: The science, culture, and pleasure of “queer” animals. In C. Mortimer-Sandilands & B. Erickson (Eds.), Queer ecologies: Sex, nature, politics, desire (pp. 51–72). Indianapolis, In Indiana University Press.
  • Banilower, E. R., Smith, S. P., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education (pp. 309). Chapel Hill, NC: Horizon Research, Inc.
  • Bazzul, J., & Sykes, H. (2011). The secret identity of a biology textbook: Straight and naturally sexed. Cultural Studies of Science Education, 6, 265–286. doi:10.1007/s11422-010-9297-z
  • Britzman, D. (1995). Is there a queer pedagogy? Or, stop reading straight. Educational Theory, 45, 151–165. doi:10.1111/edth.1995.45.issue-2
  • Britzman, D. (2000). Precocious education. In S. Talburt & S. R. Steinberg (Eds.), Thinking queer: Sexuality, culture and education (pp. 33–59). New York, NY: Peter Lange.
  • Carroll, J. L. (2018). Sexuality now: Embracing diversity. Boston, MA: Cengage learning.
  • Crandall, K. A., & Buhay, J. E. (2008). Global diversity of crayfish (Astacidae, Cambaridae, and Parastacidae––Decapoda) in freshwater. Hydrobiologia, 595, 295–301. doi:10.1007/s10750-007-9120-3
  • Fifield, S., & Letts, W. J. (2014). [Re]considering queer theories and science education. Cultural Studies of Science Education, 9, 393–407. doi:10.1007/s11422-013-9509-4
  • Greytak, E. A., Kosciw, J. G., & Boesen, M. J. (2013). Putting the “T” in “resource”: The benefits of LGBTQ-related school resources for transgender youth. Journal of LGBTQ Youth, 10(1–2), 45–63. doi:10.1080/19361653.2012.718522
  • Gunckel, K. L. (In Press). What does queer theory have to do with teaching science in elementary schools? In S. Fifield & W. Letts (Eds.), STEM of Desire: Queer Theories in Science Education. Boston, MA: Brill/Sense.
  • Jones, G., Robertson, L., Gardner, G. E., Dotger, S., & Blanchard, M. R. (2012). Differential use of elementary science kits. International Journal of Science Education, 34(15), 2371–2391. doi:10.1080/09500693.2011.602755
  • Keller, E. F. (1983). A feeling for the organism. New York, NY: W.H. Freeman.
  • Kosciw, J. G., Greytak, E. A., Diaz, E., & Bartkiewicz, M. J. (2010). The 2009 national school climate survey: Key findings on the experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York, NY: Gay, Lesbian and Straight Education Network.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
  • Letts, W. J. (1999). How to make “boys” and “girls” in the classroom: The heteronormative nature of elementary-school science. In W. J. Letts & J. Sears (Eds.), Queering elementary education: Advancing dialogue about sexualities and schooling (pp. 97–110). New York, NY: Rowman & Littlefield.
  • Letts, W. J. (2001). When science is strangely alluring: Interrogating the masculinist and heteronormative nature of primary school science. Gender and Education, 13, 261–274. doi:10.1080/09540250120063553
  • Letts, W. J., & Fifield, S. (2000, April). Sexualities, silence, and science teacher education. Paper presented at the American Educational Research Association, New Orleans.
  • Litman, J. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition & Emotion, 19(6), 793–814. doi:10.1080/02699930541000101
  • Martin, C. L., & Ruble, D. N. (2010). Patterns of gender development. Annual Review of Psychology, 61, 353–381. doi:10.1146/annurev.psych.093008.100511
  • Marx, R. W., & Harris, C. J. (2006). No child left behind and science education: Opportunities, challenges, and risks. The Elementary School Journal, 106, 467–478. doi:10.1086/505441
  • McWilliams, J., & Penuel, W. R. (2016). Queer theory in the learning sciences. In I. Esmonde & A. N. Booker (Eds.), Power and privilege in the learning sciences: Critical and sociocultural theories of learning (pp. 93–114). New York, NY: Routledge.
  • Oudeyer, P.-Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. In B. Studer & S. Knecht (Eds.), Progress in brain research (Vol. 229, pp. 257–284). Amsterdam, Netherlands: Elsevier.
  • Regents of the University of California. (2005). FOSS kit structures of life: Investigation 3: Meet the Crayfish. Hudson, NH: Delta Education.
  • Regents of the University of California. (2017). Meet the crayfish lesson. Retrieved from https://education.ucsc.edu/ellisa/case_studies/crayfish-lesson-1a.html
  • Robinson, K. H. (2008). In the name of ‘childhood innocence’: A discursive exploration of the moral panic associated with childhood and sexuality. Cultural Studies Review, 14(2), 113.
  • Roughgarden, J. (2013). Evolution’s rainbow: Diversity, gender, and sexuality in nature and people. Berkeley, CA: University of California Press.
  • Sears, J. (1999). Teaching queerly: Some elementary propositions. In J. Sears & W. J. Letts (Eds.), Queering elementary education: Advancing dialogue about sexualities and schooling (pp. 3–14). New York, NY: Rowman & Littlefield.
  • Shlasko, G. D. (2005). Queer (v.) pedagogy. Equity & Excellence in Education, 38, 123–134. doi:10.1080/10665680590935098
  • Snyder, V., & Broadway, F. S. (2004). Queering high school biology textbooks. Journal of Research in Science Teaching, 41, 617–636. doi:10.1002/tea.20014
  • Sullivan, N. (2003). A critical introduction to queer theory. New York, NY: New York University Press.
  • Wolpert, L., & Richards, A. (1997). Passionate minds: The inner world of scientists. New York, NY: Oxford University Press.
  • Yazicioglu, B., Reynolds, J., & Kozák, P. (2016). Different aspects of reproduction strategies in crayfish: A review. Knowledge and Management of Aquatic Ecosystems, 417(33), 1–15.
  • Young, B. J., & Lee, S. K. (2005). The effects of a kit-based science curriculum and intensive science professional development on elementary student science achievement. Journal of Science Education and Technology, 14(5–6), 471–481. doi:10.1007/s10956-005-0222-2

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.