WWW Site for John Lawrence Bencze, Associate Professor, Science Education, OISE/University of Toronto

Curriculum Vitae

Introduction
Welcome to my online CV! My work is largely driven by my concerns about 'WISE Problems.' This led me to develop the 'CASE' educational framework, which prioritizes socio-political actions by students/citizens aiming to make a better world. Comments and/or questions about my work can be sent to me via email.
 Scholarship
ACADEMIC

Journal Articles
Edited Books
Chapters
Conference Presentations

Invited Scholarly Talks
PROFESSIONAL

Journal Articles
Books
Chapters
Conference Presentations
Seminars & Workshops


Editorial Work My Education &
Work Background





SCHOLARSHIP

Academic Publications

JOURNAL ARTICLES
(see abstracts at [A])
  • Bencze, L., Carter, L., & Krstovic, M. (in press). Students’ actor-network-informed motivation for tackling socioscientific problems. Education Review, . [A]
  • Bencze, L., Carter, L., & Krstovic, M. (in press). Envisaging socio-scientific education for participatory democracies: Intertextuality as an organizing heuristic. Education Review, . [A]
  • Hoeg, D., & Bencze, L. (in press). Rising against a gathering storm: A biopolitical analysis of citizenship in STEM policy. Cultural Studies of Science Education, . [A]
  • Hoeg, D., & Bencze, L. (2017). Values underpinning STEM education in the USA: An analysis of the Next Generation Science Standards. Science Education, 101(2), 278–301. [A]
  • Hoeg, D., Lemelin, N., & Bencze, J.L. (2015). Socio-political development of private school children mobilising for disadvantaged others. Cultural Studies of Science Education, 10(4), 1155–1174. [A]
  • Sperling, E., & Bencze, L. (2015). Reimagining non-formal science education: A case of ecojustice-oriented citizenship education. Canadian Journal of Science, Mathematics & Technology Education, 15(3), 261–275. [A]
  • Bencze, L., Carter, L., & Krstovic, M. (2014). Science & technology education for personal, social & environmental wellbeing: Challenging capitalists’ consumerist strategies. Brazilian Journal of Research in Science Education, 14(2), 39-56. [A]
  • Bencze, J.L. (2013). Science & technology education for global wellbeing. Les dossiers des Sciences de l'Education, 29, 109-123. [A]
  • Bencze, J.L., Carter, L., Chiu, M.-H., Duit, R., Martin, S., Siry, C., Krajcik, J., Shin, N., Choi, K., Lee, H., & Kim, S.-W. (2013). Globalization and science education. COSMOS, 8(2), 139-152. [A]
  • Alsop, S., & Bencze, L. (2012). In search of activist pedagogies in SMTE. Canadian Journal of Science, Mathematics & Technology Education, 12(4), 394-408. [A]
  • Bencze, J.L., & Sperling, E.R. (2012). Student-teachers as advocates for student-led research-informed socioscientific activism. Canadian Journal of Science, Mathematics & Technology Education, 12(1), 62–85. [A]
  • Bencze, L., Sperling, E., & Carter, L. (2012). Students’ research-informed socioscientific activism: Re/Visions for a sustainable future. Research in Science Education, 42(1), 129-148. [A]
  • Bencze, L., & Carter, L. (2011). Globalizing students acting for the common good. Journal of Research in Science Teaching, 48(6), 648-669. [A]
  • Alsop, S., & Bencze, J.L. (2010). Activism in SMT education in the claws of the hegemon (Editorial). Canadian Journal of Science, Mathematics and Technology Education, 10(3), 177-196. [A]
  • Sperling, E., & Bencze, J.L. (2010). ‘More than particle theory’: Citizenship through school science. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 255-266. [A]
  • Bencze, J.L. (2010). Exposing and deposing hyper-economized school science. Cultural Studies of Science Education, 5(2), 293-303. [A]
  • Bencze, J.L. (2010). Promoting student-led science and technology projects in elementary teacher education: Entry into core pedagogical practices through technological design. International Journal of Technology and Design Education, 20(1), 43-62. [A]
  • Bencze, J.L. (2009). An eloquent and argumentative treatise on the history, philosophy and sociology of science for school science. Canadian Journal of Science, Mathematics and Technology Education, 9(4), 276–288. [A]
  • Bencze, J.L. (2009). 'Polite directiveness' in science inquiry: A contradiction in terms? Cultural Studies in Science Education, 4(4), 855-864. [A]
  • Bencze, J.L., & Bowen, G.M. (2009). A national science fair: Exhibiting support for the knowledge economy. International Journal of Science Education, 31(18), 2459-2483. [A]
  • Bencze, J.L., & Bowen, G.M. (2009). Student-teachers' dialectically-developed motivation for promoting student-led science projects. International Journal of Science and Mathematics Education, 7(1), 133-159. [A]
  • Bowen, G.M., & Bencze, J.L. (2009). Print media representations of science fairs. Canadian Journal of Science, Mathematics and Technology Education, 9(2), 100-116. [A]
  • Bencze, L., Hewitt, J., & Pedretti, E. (2009). Personalizing and contextualizing multimedia case methods in university-based teacher education: An important modification for promoting technological design in school science. Research in Science Education, 39(1), 93-109. [A]
  • Bencze, J.L. (2008). Private profit, science and science education: Critical problems and possibilities for action. Canadian Journal of Science, Mathematics & Technology Education, 8(4), 297-312. [A]
  • Pedretti, E., Bencze, L., Hewitt, J., Romkey, L., & Jivraj, A. (2008). Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology. Science & Education, 17(8/9), 941-960. [A]
  • Bencze, J.L. (2007). Scaffolding students towards self-directed science inquiry projects. Alberta Science Education Journal, 38(2), 24-30. [A]
  • Bencze, L., & DiGiuseppe, M. (2006). Explorations of a paradox in curriculum control: Resistance to open-ended science inquiry in a school for self-directed learning. Interchange, 37(4), 333-361. [A]
  • Bencze, L., & Upton, L. (2006). Being your own role model for improving self-efficacy: An elementary teacher self-actualizes through drama-based science teaching. Canadian Journal of Science, Mathematics and Technology Education, 6(3), 207-226. [A]
  • Bencze, L., Bowen, M., & Alsop, S. (2006). Teachers' tendencies to promote student-led science projects: Associations with their views about science. Science Education, 90(3), 400-419. [A]
  • Yoon, S., Pedretti, E., Bencze, L, Hewitt, J., Perris, K., & van Oostveen, R. (2006). Exploring the use of cases and case methods in influencing elementary pre-service science teachers' self-efficacy beliefs. Journal of Science Teacher Education, 17(1), 15-35. [A]
  • Bencze, L., & Elshof, L. (2004). Science teachers as metascientists: An inductive-deductive dialectic immersion in northern alpine field ecology. International Journal of Science Education, 26(12), 1507-1526. [A]
  • Lemelin, N., & Bencze, L. (2004). Reflection-on-action at a science and technology museum: Findings from a university-museum partnership. Canadian Journal of Science, Mathematics and Technology Education, 4(4), 467-481. [A]
  • Hewitt, J., Pedretti, E., Bencze, L., Vaillancourt, B.D., & Yoon, S. (2003). New applications for multimedia cases: Promoting reflective practice in pre-service teacher education. Journal of Technology and Teacher Education, 11(4), 483-500. [A]
  • Bencze, L., DiGiuseppe, M., Hodson, D., Pedretti, E., Serebrin, L., & Decoito, I. (2003). Paradigmic road blocks in elementary school science 'reform': Reconsidering nature-of-science teaching within a rational-realist milieu. Systemic Practice and Action Research, 16(5), 285-308. [A]
  • Bencze, L., Hewitt, J., Pedretti, E., Yoon, S., Perris, K., & van Oostveen, R. (2003). Science-specialist student-teachers consider promoting technological design projects: Contributions of multi-media case methods. Research in Science Education, 33(2), 163-187. [A]
  • Bencze, J.L. (2001). 'Technoscience' education: Empowering citizens against the tyranny of school science. International Journal of Technology and Design Education, 11(3), 273-298. [A]
  • Bencze, J.L. (2001). Subverting corporatism in school science. Canadian Journal of Science, Mathematics and Technology Education, 1(3), 349-355. [A]
  • Bencze, L., Hewitt, J., & Pedretti, E. (2001). Multi-media case methods in pre-service science education: Enabling an apprenticeship for praxis. Research in Science Education, 31(2), 191-209. [A]
  • Bencze, L., & Lemelin, N. (2001). Doing science at a science centre: Enabling independent knowledge construction in the context of schools' museum visits. Museum Management and Curatorship, 19(2), 139-155. [A]
  • Bencze, J.L. (2000). Democratic constructivist science education: Enabling egalitarian literacy and self-actualization. Journal of Curriculum Studies, 32(6), 847-865. [A]
  • Bencze, J.L. (2000). Procedural apprenticeship in school science: Constructivist enabling of connoisseurship. Science Education, 84(6),727-739. [A]
  • Bencze, L., & Hodson, D. (1999). Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 36(5), 521-539. [A]
  • Bencze, L., & Hodson, D. (1998). Coping with uncertainty in elementary school science: A case study in collaborative action research. Teachers and Teaching, 4(1), 77-94. [A]
  • Hodson, D., & Bencze, L. (1998). Becoming critical about practical work: Changing views and changing practice through action research. International Journal of Science Education, 20(6), 683-694. [A]
  • Bencze, J.L. (1996). Correlational studies in school science: Breaking the science-experiment-certainty connection. School Science Review, 78(282), 95-101. [A]
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 EDITED BOOKS
»» Bencze, J.L. (editor) (2017). Science & technology education promoting wellbeing for individuals, societies & environments. Dordrecht: Springer. [Cover; Summary]
  • Bencze, J.L., & Alsop, S. (editors). (2014). Activist science & technology education. Dordrecht: Springer.
  • Alsop, S., Bencze, L., & Pedretti, E. (editors) (2005). Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice. Buckingham: Open University Press.


CHAPTERS IN EDITED BOOKS
  • Bencze, L. (in press). Student-led learning for ‘altruistic’ socio-political actions. In B. Shapiro (Ed.), Actions of their own to learn (pp. xx-xx). Rotterdam: Sense.
  • Bencze, L., Carter, L., & Krstovic, M. (in press). Youth uses of actor network theory undermining societal consumerism. In G. Reis, M.P. Mueller, R.A. Luther, L. Siveres & R. Oliveira (Eds.), Sociocultural perspectives on youth ethical consumerism (pp. xx-xx). Dordrecht: Springer.
  • Bencze, L., Carter, L., Levinson, R., Martins, I., Pouliot, C., Weinstein, M., & Zouda, M. (in press). Ecojust STEM education mobilized through counter-hegemonic globalization. In K.J. Saltman & A.J. Means (Eds.), Handbook of global education reform (pp. xx-xx). Hoboken: Wiley-Blackwell.
  • Bencze, L., El Halwany, S., Krstovic, M., Milanovic, M., Phillips-MacNeil, C., & Zouda, M. (in press). Estudantes agindo para resolver danos pessoais, sociais & ambientais ligados à ciência & tecnologia / Students acting to address personal, social & environmental harms linked to science & technology. In N. Nunes-Neto & D.M. Conrado (Eds.), Questões sociocientíficas: Fundamentos, propostas de ensino e perspectivas para ações sociopolíticas / Socioscientific Issues: Foundations, teaching proposals and perspectives for sociopolitical actions (pp. xx-xx). Salvador, Bahia, Brazil: Editora da Universidade Federal da Bahia.
  • Bencze, L., Reiss, M., Sharma, A., & Weinstein, M. (in press). STEM education as ‘Trojan horse’: Deconstructed and reinvented for all. In L. Bryan & K. Tobin (Eds.), Thirteen questions in science education (pp. xx-xx). New York: Peter Lang.
  • El Halwany, S., Zouda, M., Pouliot, C., & Bencze, L. (in press). Student-teachers’ relationships to knowledge and to their practices for critical and activist STSE education. K.W. Clausen & G. Black (Eds.), The future of action research in education: A Canadian perspective (pp. xx-xx). Ottawa: Canadian Association for Teacher Education/Canadian Society for Studies in Education.
  • Hoeg, D., Bencze, L., El Halwany, S., Sperling, E., & Zouda, M. (in press). Navigating critical and activist scholarly journeys in a neoliberal world. In J. Bazzul & C. Siry (Eds.), Critical voices in science education research: Narratives of academic journeys (pp. xx-xx). Dordrecht: Springer.
  • Bencze, L. (2017). STEPWISE: A framework prioritizing altruistic actions to address socioscientific issues. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 19-45). Dordrecht: Springer.
  • Bencze, L. (2017). Critical and activist science education: Envisaging an ecojust future. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 659-678). Dordrecht: Springer.
  • Bencze, L., & Krstovic, M. (2017). Students’ social studies influences on their socioscientific actions. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 115-140). Dordrecht: Springer.
  • Bencze, L., & Krstovic, M. (2017). Epistemic contributions to students’ autonomous socioscientific actions. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 141-165). Dordrecht: Springer.
  • Bencze, L., & Krstovic, M. (2017). Students’ uses of actor network theory to contextualize socioscientific actions. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 167-199). Dordrecht: Springer.
  • Bencze, L., & Krstovic, M. (2017). Science students’ ethical technology designs as solutions to socio-scientific problems. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 201-226). Dordrecht: Springer.
  • Bencze, L., & Krstovic, M. (2017). Resisting the Borg: Science teaching for common wellbeing. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 227-276). Dordrecht: Springer.
  • Bencze, L., & Pouliot, C. (2017). Battle of the bands: Toxic dust, active citizenship and science education. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 381-404). Dordrecht: Springer.
  • El Halwany, S., Zouda, M., Pouliot, C., & Bencze, L. (2017). Supporting pre-service teachers to teach for citizenship in the context of STSE issues. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 405-427). Dordrecht: Springer.
  • Hoeg, D., DiGiacomo, A., El Halwany, S., Kronick, I., Krstovic, M., Milanovic, M., Phillips-MacNeil, C., Zouda, M., & Bencze, L. (2017). Science for citizenship: Using Prezi™ for education about critical socio-scientific issues. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 359-380). Dordrecht: Springer.
  • Hoeg, D., Williamson, T., & Bencze, L. (2017). School science ruling relations and resistance to activism in early secondary school science. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 49-66). Dordrecht: Springer.
  • Phillips-MacNeil, C., Krstovic, M., & Bencze, L. (2017). Students’ socioscientific actions: Using and gaining ‘street smarts.’ In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 295-314). Dordrecht: Springer.
  • Ramjewan, N., Zoras, B., & Bencze, L. (2017). Giving meaning to STSE issues through student-led action research: An actor-network theory account of STEPWISE in action. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 277-293). Dordrecht: Springer.
  • Ramjewan, N., Zoras, B., & Bencze, L. (2017). Tensions on promoting social justice through STEPWISE pedagogies in an International Baccalaureate preparatory class. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 315-338). Dordrecht: Springer.
  • Sperling, E., & Bencze, L. (2017). Teaching girls to fish?: A case of co-curricular food justice education program for youth. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 429-445). Dordrecht: Springer.
  • Zouda, M., Nishizawa, T., & Bencze, L. (2017). ‘In the eye of the hurricane’: Using STEPWISE to address urgent socio-political issues in Venezuela. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. 339-357). Dordrecht: Springer.
  • Bencze, J.L., Alsop, S.J., Ritchie, A., Bowen, G.M., & Chen, S. (2015). Pursuing youth-led socio-scientific activism: Conversations of participation, pedagogy and power. In M.P. Mueller & D.J. Tippins (Eds.), EcoJustice, citizen science and youth activism: Situated tensions for science education (pp. 333-347). Dordrecht: Springer.
  • Bencze, J.L., & Carter, L. (2015). Capitalists’ profitable virtual worlds: Roles for science & technology education. In P.P. Trifonas (Ed.), International handbook of semiotics, vol. 1 & 2 (pp. 1197-1212). Dordrecht: Springer.
  • Bowen, G.M., & Bencze, J.L. (2015). Science fairs. In R. Gunstone (Ed.), Encyclopedia of science education (p. 896-897). Dordrecht: Springer.
  • Wilkinson, T., & Bencze, L. (2015). With head, hand, and heart: Children address ethical issues of design in technology education. In K. Stables & S. Keirl (Eds.), Environment, ethics and cultures: Design and technology education’s contribution to sustainable global futures (pp. 231-244). Rotterdam: Sense.
  • Albe, V., Barrué, C., Bencze, L., Byhring, A.K., Carter, L., Grace, M., Knain, E., Kolstø, D., Reis, P., & Sperling, E. (2014). Teachers' beliefs, classroom practices and professional development towards socioscientific issues. In C. Bruguière, P. Clément & A. Tiberghien (Eds.), Selected contributions: Topics and trends in current science education (pp. 55-69). Dordrecht: Springer.
  • Alsop, S., & Bencze, L. (2014). Toward a more activist science and technology education. In L. Bencze & S. Alsop (Eds.), Activist Science & Technology Education (pp. 1-19). Dordrecht: Springer.
  • Bencze, L., & Alsop, S. (2014). Towards technoscience education for healthier networks of being. In L. Bencze & S. Alsop (Eds.), Activist science & technology education (pp. 607-622). Dordrecht: Springer.
  • Hoeg, D., & Bencze, L. (2014). Counter cultural hegemony: Student teachers' experiences implementing STSE-activism. In L. Bencze & S. Alsop (Eds.), Activist science & technology education (pp. 575-596). Dordrecht: Springer.
  • Sperling, E., Wilkinson, T., & Bencze, L. (2014). We got involved and we got to fix it!: Action-oriented school science. In L. Bencze & S. Alsop (Eds.), Activist science & technology education (pp. 365-380). Dordrecht: Springer.
  • Zoras, B., & Bencze, L. (2014). Utilizing social media to increase student-led activism on STSE issues. In L. Bencze & S. Alsop (Eds.), Activist science & technology education (pp. 435-449). Dordrecht: Springer.
  • Bencze, J.L. (2013). Socioscientific innovation for the common good. In L.V. Shavinina (Ed.), The international handbook of innovation education (pp. 404-415). London: Taylor & Francis/Routledge.
  • Bencze, J. L., & Alsop, S. (2009). A critical and creative inquiry into school science inquiry. In W.-M. Roth & K. Tobin (Eds.), The world of science education: North America (pp. 27-47). Rotterdam: Sense.
  • Bowen, G. M., & Bencze, J. L. (2009). Engaging preservice secondary science teachers with inquiry activities: Insights into difficulties promoting inquiry in high school classrooms. In W.-M. Roth & K. Tobin (Eds.), The world of science education: North America (pp. 587-609). Rotterdam: Sense.
  • Bencze, L. (2006). Imagine ... an enlightening and empowering science and technology education. In K. Leithwood, P. McAdie, N. Bascia & A. Rodrigue (Eds.), Teaching for deep understanding: What every educator should know (pp. 49-57). Thousand Oaks, CA: Corwin Press.
  • Alsop, S., Pedretti, E., & Bencze, L. (2005). Introduction: Creating possibilities. In S. Alsop, L. Bencze & E. Pedretti (Eds.), Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice (pp. 1-12). Buckingham: Open University Press.
  • Bencze, L. (2005). School science for/against social justice. In S. Alsop, L. Bencze & E. Pedretti (Eds.), Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice (pp. 193-202). Buckingham: Open University Press.
  • Bencze, L., Alsop, S., & Pedretti, E. (2005). Integrating educational resources into school science praxis. In S. Alsop, L. Bencze & E. Pedretti (Eds.), Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice (pp. 217-226). Buckingham: Open University Press.
  • Pedretti, E., Bencze, L., & Alsop, S. (2005). Voices and viewpoints: what have we learned about exemplary science teaching? In S. Alsop, L. Bencze & E. Pedretti (Eds.), Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice (pp. 205-216). Buckingham: Open University Press.
  • Pedretti, E., Bencze, L., Hodson, D., Decoito, I., & Di Giuseppe, M. (2003). Building and sustaining communities of practice beyond the fold: Nurturing agency and action. In J. Wallace & J. Loughran (Eds.), Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning (pp. 218-236). London: Routledge-Falmer.
  • Hicks, K., Bencze, L., & Alsop, S. (2001). From student to professional teacher. In S. Alsop & K. Hicks (Eds.), Teaching science: A handbook for primary & secondary school teachers (pp. 209-220). London: Kogan Page.
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CONFERENCE PRESENTATIONS
TO BE PRESENTED. RECENTLY PRESENTED.


Upcoming Refereed Conference Presentations
European Science Educational Research Association
- ESERA 2017: Dublin, Ireland, Aug. 21-25
  • Bencze, L., & Krstovic, M. (selected). Visions of an ecojust dispositif challenging the neoliberal ‘Borg.’ A presentation for the one NARST-sponsored symposium, ‘Rethinking Science Education in a Changing World (Promoting Students’ Critical and Activist Engagement in Socio-scientific Problems: Inter/Trans-national Perspectives), with Lyn Carter, Audrey Groleau, Mirjan Krstovic, Jenny Martin, Isabel Martins and Chantal Pouliot.
  • El Halwany, S., Bencze, L., Hassan, N., Milanovic, M., Schaffer, K., & Zouda, M. (accepted). Exploring connections between a college instructor’s relationship to nature and his practices on socio-scientific issues: A life history approach.
  • Schaffer, K., Milanovic, M., El Halwany, S., Hassan, N., Zouda, M., & Bencze, L. (accepted). Inertial tensions in promoting socio-political actions among future technoscience technicians.
  • Zouda, M., El Halwany, S., Milanovic, M., & Bencze, L. (accepted). Addressing socioscientific issues through stem education: The case of STEM coaches.

Society for Social Studies of Science
- 4S 2017: Boston, MA, Aug. 30 - Sept. 2

  • Bencze, L., & Carter, L. (accepted). STEM education in right-wing populist contexts. A presentation in the ‘open panel’ symposium, STEM education within the matrix of conservative restoration and neoliberal retrenchment.
Science Educators for Equity, Diversity & Social Justice
- SEEDS 2017: San Juan, Puerto Rico, Oct. 6-8
  • Bencze, L., & Pouliot, C. (accepted). Science students’ network-informed power analyses and socio-political actions.
  • Schaffer, K., Milanovic, M., El Halwany, S., Hassan, N., Zouda, M. & Bencze, L. (accepted). Promoting socio-political actions for social and ecological justice among future technoscience technicians.
  • Zouda, M., El Halwany, S., Milanovic, M., & Bencze, L. (accepted). STEM education and spaces for socioscientific issues.
National Association for Research in Science Teaching
- NARST 2018: Atlanta, GA, March 10-13 [Apps Due: Aug. 15, 2017]
[Theme: Re-Centering on Scientific Literacy in an Era of Science Mistrust and Misunderstanding]

American Educational Research Association
- AERA 2018: New York, NY, April 13-17 [Apps Due: July 24, 2017]
[Theme: The Dreams, Possibilities, and Necessity of Public Education]


Recent Refereed Conference Papers
(Copies of these and earlier conference papers are available on request)
Canadian Society for the Study of Education
- CSSE 2017: Ryerson University, Toronto, ON, May 27-31
  • Bowen, G.M., Good, K.P., & Bencze, J.L. (2017). Connections between science fair project titles, their economic potential, and science fair prizes.
  • Hoeg, D., & Bencze, L. (2017). Values underpinning STEM education in the USA: Analysis of the Next Generation Science Standards. [see article in Science Education]

American Educational Research Association
- AERA 2017: San Antonio, TX, Apr. 27 - May 1
  • Bencze, L., & Krstovic, M. (2017). Science students’ socio-political actions: Attachments from epistemic reflections.
  • Bencze, L., & Krstovic, M. (2017). An activist science teacher ‘teaching against the grain’: Tensions and possibilities. A paper to be presented as part of the Symposium, ‘A framework for socio-political actions on socio-scientific problems: International perspectives,’ with L. Carter & J. Martin; I. Martins; C. Pouliot & A. Groleau; M. Weinstein; and, R. Levinson.
  • El Halwany, S., Milanovic, M., Krstovic, M., Zouda, M., & Bencze, L. (2017). Exploring teachers’ emotional ecologies through socio-scientific issues: Using an unconventional pedagogy on climate change.
  • Zouda, M., El Halway, S., Milanovic, M., & Bencze, L. (2017). STEM coaches' conceptions and practices of socioscientific issues.
National Association for Research in Science Teaching
- NARST 2017: San Antonio, TX, Apr. 22-25
  • Bencze, L., & Carter, L. (2017). Local and global socio-political imperatives for science education. A presentation in the Presidential Symposium, Global and Local Social, Cultural, Language, and Political Aspects for Science Education. [invited]
  • Bencze, L., & Krstovic, M. (2017). An activist science teacher ‘teaching against the grain’: Tensions and possibilities. A presentation in the Symposium, Promoting Student-led Research-informed Socio-political Actions on Socio-scientific Problems: Inter/Trans-national Perspectives.
  • Bencze, L., & Krstovic, M. (2017). Influences of science students’ epistemic reflections on their socio-political actions.
  • Bencze, L., Reiss, M., Sharma, A., & Weinstein, M. (2017). STEM Education as ‘Trojan Horse’: Deconstructed and reinvented for all. A presentation in the Symposium, Thirteen Questions in Science Education. [invited]
  • El Halwany, S., Milanovic, M., Krstovic, M., Zouda, M., & Bencze, L. (2017). Connections between emotions and teacher practice: Implementing an unconventional pedagogy on climate change.
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Invited Scholarly Talks & Workshops
Korean Association for Science Education (KASE)
  • Bencze, J.L. (invited). Critical & activist science education. A seminar for educators. Dankook University, Yongin and Cheonan, South Korea, Jan. 25-27, 2018.
Homi Bhabba Centre for Science Education (HBCSE)
  • Bencze, J.L. (invited). Altruistic uses of socio-scientific capital: A pro-ecojustice pedagogy. epiSTEME Conference, Mumbai, India, Jan. 5-8, 2018.
Institute of Education, University College London (UCLIOE)
  • Bencze, L., Carter, L., Martins, I., & Pouliot, C. (2016). Acuteness of socio-scientific controversies and variations in socio-political actions promoting social and environmental justice. A paper for the symposium, Education and social, scientific and political conflicts. Institute of Education, University College London, London, UK, July 11-12, 2016.

III International Symposium of Science Education (SIEC 2016).

  • Bencze, J.L. (2016). Citizen-led research-informed & negotiated actions on socioscientific problems. An online presentation to faculty and students, June 14, 2016.




Professional Publications


JOURNAL ARTICLES
  • Bencze, L., & Pouliot, C. (2016). Battle of the bands: Toxic dust, active citizenship and science education. Journal for Activist Science & Technology Education, 7(1), 1-21. [pdf here]
  • Lemelin, N., & Bencze, L. (2014). Creating a student-driven museum workshop. Ontario Education Research Exchange, Knowledge Network for Applied Education Research, 2014, 1-4.
  • Krstovic, M., & Bencze, J.L. (2012). The use of correlational studies to encourage activism in science. Crucible, 43(4). Online at: http://www.stao.ca .
  • Krstovic, M., & Bencze, J.L. (2012). Using a ‘card exchange game’ to help students explore STSE issues. Crucible, 43(3), Online at: http://www.stao.ca .
  • Alsop, S., Bencze, L., & Houwer, R. (2011). Editorial: In response to global warming and climate change. Journal for Activism in Science & Technology Education, 3(1), i-viii.
  • Bencze, J.L. (2011). Science education as/for consumerism. Journal for Activism in Science & Technology Education, 3(2), 44-51.
  • Carver, K., Sperling, E.R., & Bencze, J.L. (2011). Preparing students for self-led research-informed social actions to address STSE issues. Crucible, 42(4). Online at: http://www.stao.ca.
  • Hoeg, D., & Bencze, J.L. (2011). Curriculum and creativity: One teacher’s story of including science content in STSE-activism education. Crucible, 42(5). Online at: http://www.stao.ca.
  • Way, E., Krantz, L., & Bencze, L. (2011). Guiding students through experiments that might inform their STSE actions. Crucible, 42(5). Online at: http://www.stao.ca.
  • Bencze, J.L. (2011). Students taking a stance on STSE issues. Crucible, 42(3); Online at: http://www.stao.ca
  • Bencze, L., & Alsop, S. (2010). Editorial: Education, food justice and sustainability. Journal for Activist Science & Technology Education, 2(1), i-iii.
  • Bencze, J.L., Alsop, S.J., & Bowen, G.M. (2009). Student-teachers’ inquiry-based actions to address socioscientifc issues. Journal for Activist Science & Technology Education, 1(2), 68-102.
  • Bencze, J.L., & Alsop, S. (2009). Anti-capitalist/Pro-communitarian science & technology education. Journal for Activist Science & Technology Education, 1(1), 65-84.
  • Bencze, L. (2003). Subverting corporate-friendly science education in public schools. Our Schools / Our Selves, 12(4), 85-105.
  • Alsop, S., & Bencze, L. (2000). Scientist or citizen scientist: What role model do you promote in your teaching? Orbit, 31(3), 20-24.
  • Bencze, L., & Hewitt, J. (2000). Science, mathematics & technology resources on the World Wide Web. Orbit, 31(3), 36-37.
  • Bencze, J.L. (1999). Ontario's curriculum for science & technology, grades 1-8: Why not let kids colour outside the lines? Our Schools/Our Selves, 9(6), 18-28.


BOOKS
  • Hodson, D., Bencze, L., Nyhof-Young, J., Pedretti, E., & Elshof, L. (2002). Changing science education through action research: Some experiences from the field. Toronto: University of Toronto Press.




CHAPTERS IN EDITED BOOKS
  • Bencze, L. (2004). Imagine an enlightening and empowering science and technology education. In K. Leithwood, P. McAdie, N. Bascia,  & A. Rodrigue (Eds,), Teaching for depth: Toward the Ontario curriculum that we need (pp. 40-47). Toronto: OISE/UT & Elementary Teachers' Federation of Ontario.
  • Bencze, J.L. (2004). School science for citizen empowerment: Theoretical tools for subverting state-funded social engineering. In K. Mündel & D. Schugurensky (Eds.), Lifelong citizenship learning, participatory democracy, and social change (pp. 48-65). Toronto: Transformative Learning Centre.
  • Bencze, J.L. (2002). Pre-service elementary teachers' receding phobia towards student determined knowledge building: Epistemological, methodological and ontological considerations. In D. Hodson (Ed.), OISE Papers in STSE Education 3 (pp. 231-255). Toronto: University of Toronto Press.
  • Bencze, L. (2002). Empowering students via authentic science: Changing views about practical work through action research. In D. Hodson, L. Bencze, J. Nyhof-Young, E. Pedretti & L. Elshof (Eds.), Changing science education through action research: Some experiences from the field (pp. 111-141). Toronto: Centre for Studies in Science, Mathematics and Technology Education, OISE/UT, in association with University of Toronto Press.
  • Bencze, L., Hodson, D., Nyhof-Young, J., & Pedretti, E. (2002). Chapter 10: Towards better science: What we learned about science education through action research. In D. Hodson, L. Bencze, J. Nyhof-Young, E. Pedretti & L. Elshof (Eds.), Changing science education through action research: Some experiences from the field (pp. 233-270). Toronto: Centre for Studies in Science, Mathematics and Technology Education, OISE/UT, in association with University of Toronto Press.
  • Bencze, L., Hodson, D., Nyhof-Young, J., & Pedretti, E. (2002). Win some, lose some: Learning about action research in science education. In D. Hodson, L. Bencze, J. Nyhof-Young, E. Pedretti & L. Elshof (Eds.), Changing science education through action research: Some experiences from the field (pp. 271-310). Toronto: Centre for Studies in Science, Mathematics and Technology Education, OISE/UT, in association with University of Toronto Press.
  • Bencze, L., Hodson, D., Nyhof-Young, J., & Pedretti, E. (2002). Some guidelines for action researchers. In D. Hodson, L. Bencze, J. Nyhof-Young, E. Pedretti & L. Elshof (Eds.), Changing science education through action research: Some experiences from the field (pp. 311-340). Toronto: Centre for Studies in Science, Mathematics and Technology Education, OISE/UT, in association with University of Toronto Press.
  • van Oostveen, R., Ayyavoo, G., Bencze, J.L., & Corry, A. (2002). Correlational studies in school science: Beyond experimentation. In D. Hodson (Ed.), OISE Papers in STSE Education 3 (pp. 221-231). Toronto: University of Toronto Press.
  • Bencze, J.L. (2001). Assessing students' science & invention projects: Considerations for stages of apprenticeship. In D. Hodson (Ed.), OISE Papers in STSE Education 2 (pp.123-138). Toronto: University of Toronto Press.
  • Bencze, J.L. (2000). Empowering constructivist school science: Promoting self-actualization and democracy. In D. Hodson (Ed.), OISE Papers in STSE Education 1 (pp. 111-129). Toronto: University of Toronto Press.
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CONFERENCE PRESENTATIONS
TO BE PRESENTED. RECENTLY PRESENTED.
KEYNOTE ADDRESSES. SEMINARS & WORKSHOPS.


SEMINARS & WORKSHOPS
Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEPD)
  • Bencze, J.L. (2016). Towards critical and activist citizenship. A consultation with educators and policy makers for science textbooks. Bengaluru, India, June 28-30, 2016.
Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEPD)
  • Bencze, J.L. (2016). Towards ecojust education. A seminar for educators. Online (Skype™), June 3, 2016.
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EDITORIAL WORK


Editorial Work for Refereed Publications

JOURNALS



Editorial Board Memberships



Reviewer for Refereed Journals

Guest Editorship for Refereed Journals


Editorial Work for Non-refereed Publications

JOURNALS

Editorship of Non-refereed Journals
  • Bencze, L. (Editor) (2000). Science, math & technology learning for all. Orbit, 31(3).
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EDUCATIONAL & WORK BACKGROUND

Education

  • PhD, Education (U. Toronto [OISE]), 1995); Thesis: Bencze, J. L. (1995). Towards a more authentic and feasible science curriculum for secondary schools. Unpublished PhD Thesis. Toronto: The Ontario Institute for Studies in Education, The University of Toronto.
  • BEd, Biology/Chemistry (Queen's, 1977)
  • MSc, Biology (Queen's, 1977); Thesis: Bencze, J. L. (1977). Cytogenetic and fine structural analysis of polytene chromosomes from Drosophila melanogaster. Unpublished MSc Thesis. Kingston, ON: Queen's University.
  • BSc, Biology (Queen's, 1974)
  • Secondary School Diploma, PCVS, Peterborough, ON, 1970
  • Secondary School Diploma (Technology Studies), ASCI, Peterborough, ON, 1968
  • Elementary School Diploma, St. Peter's Elementary School, Peterborough, ON, 1964

Work Experience

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