Nature of Science for Social Justice

Chapter 1. Nature of Science for Social Justice: A Rationale for this Book (Yacoubian).- Chapter 2. How social justice can be promoted through nature of science in science education (Kaya).- Chapter 3. Researchers in science textbooks - present or absent? An analysis of "ordinary" textbooks and textbooks adjusted for students in need of special education (Hansson).- Chapter 4. Stereotypes in textbooks: Fertile grounds for critical exploration of the nature of science (Yacoubian).- Chapter 5. Representations of nature of science on popular science YouTube videos (Vesterinen).- Chapter 6. Providing students with experiences of producing scientific evidence-based claims related to local socio-scientific issues. Experiences from two projects in lower secondary schools in Norway (Kolstø).- Chapter 7. Social images of science and scientists, and the imperative of science education for all (Adúriz-Bravo).- Chapter 8. From the Nature of Science to the Nature of Science-in-Society (Allchin).- Chapter 9. Balancing the epistemic and social realms of science in promoting NOS for social justice (Dagher).- Chapter 10. Capitalism, Nature of Science and Science Education: Exposing and Opposing Threats to Social Justice (Bencze).- Chapter 11. For the Sake of the Planet and its Beings: Two Dissensus Views of NOS (Bazzul).- Chapter 12. Science education for citizenship: Insights based upon an analysis of educational materials for young and adult education in Brazil (Martins).

Hagop A. Yacoubian is an Associate Professor of Education at the Lebanese American University. He holds a Ph.D. in Secondary Education from the University of Alberta in Canada. His research generally involves exploring how future citizens can be empowered so that they develop a critical mindset and engage in democratic decision-making processes. One particular focus involves the preparation of scientifically literate future citizens and how the teaching of the nature of science, within the context of school science education, can facilitate such a preparation. His publications have appeared in various international academic journals. He is the author of the book "Critical Thinking at the Armenian Schools in Lebanon" (Haigazian University Press, 2016) and the co-editor of a special issue of the Canadian Journal of Science, Mathematics and Technology Education on "Rethinking Education for Citizenship" (2015). He is a reviewer for a number of international journals in science education, and is an active member of several research organizations. He has consulted schools and projects as well as trained teachers and school administrators in the Middle East, Europe and North America. Previously he has also worked as secondary school biology teacher and administrator as well as teacher educator in Lebanon and Canada.
Lena Hansson is a Professor of Science Education at Kristianstad University, Sweden. She is trained as a secondary physics and mathematics teacher, and has a PhD in Science Education. Her main research interest is in the intersection between nature of science perspectives and cultural perspectives on science teaching. One of her interests regards how different images of science, communicated in science class, include and exclude different groups of students. Such images of science, associated with science by students, could be related to worldview and/or ideology, or general views about nature of science. Lena has an interest in research which is close to