This edited volume features a collection of essays on the COVID-19 pandemic and associated crises and its implications for science education research and practice from a socio-political perspective. Taking the pandemic as a starting point - and understanding the pandemic as an event that exposes science-society relationships in their complexities -, this book sets provocations for the science education community, analyzing aspects of its practices, conceptualizations, aims, core values, research traditions, institutions, affectivities, and aesthetics from diverse points of view, and proposing new postures for the future of science education. Some central themes to science education research such as the concepts of scientific literacy and nature of science (among others) are revisited, and new perspectives related to affects, multiculturalism and the knowledge-power relationships are explored.

This book brings together authors from diverse backgrounds, geographic origins, and academic trajectories, composing a truly international volume with a plurality of voices weaving a rich caleidoscope seeking to analyze science education's current state of affairs and propose diverse futures under a socio-political perspective.

Autorentext

Cristiano B. Moura is an assistant professor at the Faculty of Education at Simon Fraser University, Canada. He has a PhD in Science, Technology and Education from CEFET-RJ, Brazil. His main research interest is fostering justice-centred science education through historical approaches, drawing mainly from Cultural History of Science, Science Studies and Decolonial theories. He was recently appointed editor-in-chief for the Science & Education journal.