Phronetic Science

Rouhollah Aghasaleh, PhD, is an associate professor in the School of Education at California State Polytechnic University, Humboldt. Sara Tolbert is Professor of Science and Environmental Education at Monash University, where she co-directs the Science Education in the Anthropocene Impact Lab (SEALab) and leads the Science Education Research Group (SERG). She holds an honorary professorship at the University of Canterbury in Aotearoa New Zealand. Kathryn Scantlebury is Professor Emerita from the University of Delaware, a guest researcher at the Centre for Gender Research at Uppsala University, Sweden, and an Honorary Professorial Fellow at the University of Melbourne, Australia. Bhaskar Upadhyay is Rodney Wallace Professor for the Advancement of Teaching and Learning in the College of Education and Human Development, University of Minnesota.

• List of Figures - List of Tables - Ajay Sharma: Foreword - Rouhollah Aghasaleh, Sara Tolbert, Kathryn Scantlebury, and Bhaskar Upadhyay: Introduction - Part One: Feminist Wonderings - Rouhollah Aghasaleh: Introduction - Caroline Spurgin: Envisioning Care in Secondary Science Classrooms: A Poststructural Feminist Provocation - Suzanne Poole Patzelt: Ecofeminism and the Nature of Science - Mary E. Short: Spacetimematter Entanglements in Digital Environmental Stories - Kathryn Scantlebury: Feminist Wonderings - Part Two: Justice - Bhaskar Upadhyay: Introduction - Takeshia Pierre, Theila Smith, and Bhaskar Upadhyay: Unpacking the Eu[ro]thanization of Blackness in STEM Education - Olena James: Science Instructors’ New Approaches to Teaching During COVID-19 Pandemic - Jennifer Adams: Euro-Thanatology and Resurrecting Pluriversality in Science Education - Part Three: Artistic and Spiritual Dimensions of Science - Sara Tolbert: Introduction - Sriparna Saha and Ben Kennedy: Integrating Art and Storytelling for Volcano Science Education: Teaching Multiple Skills Across Age Groups - Joshua S. Hoskinson: Love and Spirituality in Evolution Education - Jenny Tilsen: Into the Rhizome: STEMtelling, as a Pedagogical Storytelling Method in Science Education - Alexandra Schindel: Centering Learners’ Meaning-Making in Counter-Hegemonic Science Education - Sara Tolbert, Rouhollah Aghasaleh, Kathryn Scantlebury, and Bhaskar Upadhyay: Conclusion: From Knowledge and Practice to Wisdom