In this response paper, we reflect upon the contributions of Gallard Martínez, Pitts, Brkich, and Ramos de Robles (this issue) in their manuscript "How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs" (EJ1257238) and elaborate the ways in which we work…

In this paper, we seek to explore the inseparable role of emotions in the teaching and the learning of science at the primary school level, as we elaborate the theoretical underpinnings and personal experiences that lead us to this notion of inseparability. We situate our perspectives on the complexity of science education in primary schools, draw…

In this forum paper, I respond to issues raised by Kristina Andersson and Annica Gullberg in their article titled "What is science in preschool and what do teachers have to know to empower children?" (2012). I seek to continue the discussion begun with Andersson and Gullberg's paper, by further exploring the questions they introduce…

Through the examination of the experiences of a pre-service teacher participating in a field-based science methods course, we make evident the ways in which a combination of collaborative teaching experiences and reflexive dialogues allowed for the evolution and transformation of her identity. This teacher is Johaira Lara, the second author of…

We review "Key Works in Critical Pedagogy: Joe L. Kincheloe" edited by Kecia Hayes, Shirley R. Steinberg and Kenneth Tobin, which gathers the seminal works of Joe. L. Kincheloe and pairs them with contemporary scholars who respond to and push forward Kincheloe's work. The chapters of "Key Works in Critical Pedagogy" are arranged to begin with…

In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled, "What does playing cards have to do with science? A resource-rich view of African American young men", Alfred Schademan (Cult Stud Sci Educ 6:361-380, "2011") examines the resources that African American young men learn through playing a card came…

We discuss the eight papers in this issue of "Cultural Studies of Science Education" focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we…