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

Curriculum Vitae

Introduction
Welcome to the online version of my curriculum vitae! My work is greatly informed by my educational & work background
and perspectives, including my desire to tackle 'WISE Problems' - largely through STEPWISE (now as CASE), which prioritizes socio-political actions to make a better world. If you have any comments or questions, please contact me at: larry.bencze@utoronto.ca .
 SCHOLARSHIP
REFEREED

Journal Articles
Edited Books
Chapters
Conference Presentations

Non-refereed

Journal Articles
Books
Chapters
Conference Presentations
Seminars-Workshops


Editorial Work




SCHOLARSHIP

Refereed Publications

JOURNAL ARTICLES
(see abstracts at [A])
  • Bencze, L., Carter, L., & Krstovic, M. (in press). Envisaging socio-scientific education for participatory democracies: Intertextuality as an organizing heuristic. Educational 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) (in press). 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
  • El Halwany, S., Zouda, M., Pouliot, C., & Bencze, L. (in review). 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 review). 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. (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. (in press). 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. xx-xx). Dordrecht: Springer.
  • Bencze, L. (in press). Critical and activist science education: Envisaging an ecojust future. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. xx-xx). Dordrecht: Springer.
  • 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., & Krstovic, M. (in press). Students’ social studies influences on their socioscientific actions. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. xx-xx). Dordrecht: Springer.
  • Bencze, L., & Krstovic, M. (in press). Epistemic contributions to students’ autonomous socioscientific actions. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. xx-xx). Dordrecht: Springer.
  • Bencze, L., & Krstovic, M. (in press). 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. xx-xx). Dordrecht: Springer.
  • Bencze, L., & Krstovic, M. (in press). 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. xx-xx). Dordrecht: Springer.
  • Bencze, L., & Krstovic, M. (in press). Resisting the Borg: Science teaching for common wellbeing. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. xx-xx). Dordrecht: Springer.
  • Bencze, L., & Pouliot, C. (in press). 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. xx-xx). Dordrecht: Springer.
  • 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). 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. xx-xx). Dordrecht: Springer.
  • Hoeg, D., DiGiacomo, A., El Halwany, S., Kronick, I., Krstovic, M., Milanovic, M., Phillips-MacNeil, C., Zouda, M., & Bencze, L. (in press). 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. xx-xx). Dordrecht: Springer.
  • Hoeg, D., Williamson, T., & Bencze, L. (in press). 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. xx-xx). Dordrecht: Springer.
  • Phillips-MacNeil, C., Krstovic, M., & Bencze, L. (in press). Students’ socioscientific actions: Using and gaining ‘street smarts.’ In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies & environments (pp. xx-xx). Dordrecht: Springer.
  • Ramjewan, N., Zoras, B., & Bencze, L. (in press). 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. xx-xx). Dordrecht: Springer.
  • Ramjewan, N., Zoras, B., & Bencze, L. (in press). 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. xx-xx). Dordrecht: Springer.
  • Sperling, E., & Bencze, L. (in press). 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. xx-xx). Dordrecht: Springer.
  • Zouda, M., Nishizawa, T., & Bencze, L. (in press). ‘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. xx-xx). 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
National Association for Research in Science Teaching
- NARST 2017: San Antonio, TX, Apr. 22-25
  • Bencze, L., & Carter, L. (invited). Local and global socio-political imperatives for science education. A presentation as part of the Presidential Symposium, Global and Local Social, Cultural, Language, and Political Aspects for Science Education.
  • Bencze, L., & Krstovic, M. (accepted). 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. (accepted). Influences of science students’ epistemic reflections on their socio-political actions.
  • Bencze, L., Reiss, M., Sharma, A., & Weinstein, M. (invited). STEM Education as ‘Trojan Horse’: Deconstructed and reinvented for all. A presentation in the Symposium, Thirteen Questions in Science Education.
  • El Halwany, S., Milanovic, M., Krstovic, M., Zouda, M., & Bencze, L. (accepted). Connections between emotions and teacher practice: Implementing an unconventional pedagogy on climate change.
Cultural Studies of Science Education
- CSSE Forum 2017: San Antonio, Apr. 25-26


American Educational Research Association
-
AERA 2017: San Antonio, TX, Apr. 27 - May 1
  • Bencze, L., & Krstovic, M. (accepted). Science students’ socio-political actions: Attachments from epistemic reflections.
  • Bencze, L., & Krstovic, M. (accepted). 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. (accepted). Exploring teachers’ emotional ecologies through socio-scientific issues: Using an unconventional pedagogy on climate change.
  • Zouda, M., El Halway, S., Milanovic, M., & Bencze, L. (accepted). STEM coaches' conceptions and practices of socioscientific issues.
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. (accepted). Connections between science fair project titles, their economic potential, and science fair prizes.
European Science Educational Research Association
- ESERA 2017: Dublin, Ireland, Aug. 21-25
  • Bencze, L., & Krstovic, M. (accepted). Visions of an ecojust dispositif challenging the neoliberal ‘Borg.’ A presentation within the 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



Recent Refereed Conference Papers
(Copies of these and earlier conference papers are available on request)


Limerick Symposium on Nature of Science in Science Education
- NOS Symposium 2016: Oct. 26-28, Limerick, Ireland
  • Bencze, L., & Krstovic, M. (2016). Benefits from students’ reflections on and applications of the nature of research and actions to address socio-scientific problems.
  • El Halwany, S., & Bencze, L. (2016). Towards understanding influences of ‘networked’ views of socio-scientific issues on pre-service teachers’ NOS positions.
International Organization for Science & Technology Education
- IOSTE 2016: July 11-16, 2016, Braga, Portugal
  • Zouda, M., Nishizawa, T., & Bencze, L. (2016). Empowering students’ activism on socioscientific issues: Decisions on forms of actions.

National Association for Research in Science Teaching
- NARST 2016: April 14-17, 2016, Baltimore, MD
  • El Halwany, S., Zouda, M., Pouliot, C., & Bencze, L. (2016). Using actor network theory to critically teach about socio-scientific issues: A multi-layered pedagogy.
  • Zouda, M., Nishizawa, T., & Bencze, L. (2016). Students developing agencies for socio-political activism through critical reflective practices.
American Educational Research Association
- AERA 2016: April 8-12, 2016, Washington, DC
  • Bencze, L, & Pouliot, C. (2016). Activist dispositifs for STEM education: Collectivism vs. individualism (In symposium, 'The emerging politics of STEM education: Policy, discourse, and governance').
  • El Halwany, S., Zouda, M., Pouliot, C., & Bencze, L. (2016). A multi-layered actor network pedagogy: Teaching for citizenship in the context of socio-scientific issues.
  • Zouda, M., Nishizawa, T., & Bencze, L. (2016). What do youth know about socioscientific issues?: Reflecting for socio-political actions.
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Non-refereed 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

Seminars
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). Critical & activist science education. A seminar for educators. epitSTEME Conference, Mumbai, India, Jan. 5-8, 2018.
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.
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.






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.
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.

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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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