This collection of images by prof. Allen Gathman is making my life much easier these days and I hope they can help some other people too.
(sorry for the bias; I guess I can’t help being a molecular geneticist:)
The Identity of Science Education
The secret identity of a biology textbook: straight and naturally sexed by Jesse Bazzul and Heather Sykes (which I haven’t had access to yet)
and two forum responses to it:
The Secret Identity of Science Education: masculine and politically conservative? by Jay Lemke
Queer (v.) queer (v.): biology as curriculum, pedagogy, and being albeit queer (v.) by Francis F. Broadway
An Argument for Training Teachers to Interrupt Heteronormativity in Life Science by M. H. Hoelscher from the STEM Education Center, University of Minnesota
Social Issues in and for Biology Teaching
Issue-Oriented Science: Using Socioscientific Issues to Engage Biology Students by Laura Lenz and Maia K. Willcox The American Biology Teacher 74(8):551-556. 2012 doi: http://dx.doi.org/10.1525/abt.2012.74.8.4
The SENCER models are curricular approaches to improving science learning and supporting engagement with complex issues. Through the "lens" of a matter or set of matters of public consequence, a SENCER model course or program teaches science that is both challenging and rigorous. The SENCER approach requires students to engage in serious scientific reasoning, inquiry, observation, and measurement. SENCER courses and programs connect scientific knowledge to public decision-making, policy development, and the effective "work" of citizenship. SENCER approaches encourage students to engage in research, to produce knowledge, to develop answers, as well as to appreciate the uncertainty and provisionality of the knowledge and answers produced.
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