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In this chapter, we present the experiences of two of Jhumki Basu’s students and their work in her high school physics classroom to offer a more expansive lens for the outcomes of science education. This chapter specifically takes on the construct of “critical physics literacy” to argue that the learning outcomes of democratic and empowering science teaching should include not only deep understanding of the knowledge and practices of science but also a science identity that fosters critical engagement in science towards building a better world. This chapter is based upon her publication in Cultural Studies in Science Education.
KeywordsBlack Hole Dark Matter Dark Energy Game Board Critical Agency
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