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

Curriculum Vitae

Welcome!
This online version of my curriculum vitae provides, through links below, highlights of my educational and work background, list of (mostly recent) publications and editorial work:
You can also, or instead, download a recent pdf version of my CV here. If you have any questions, suggestions, etc., please don't hesitate to write to me at: larry.bencze@utoronto.ca.





EDUCATION & SCHOLARSHIP PRIORITIES
My work in science education is mainly driven by my beliefs that most living, nonliving and symbolic entities are largely orchestrated by few elite individuals (e.g., financiers) and groups (e.g., think tanks, corporations, governments, universities, transnational trade organizations, banks, etc.) that, for example, through promotion of consumerism, are mostly responsible for harms like climate change, species losses, cancer & heart disease, and privacy invasions - thus requiring critical & activist civic engagement.

As an 'Emeritus' professor, my work is mainly focused on action research and publication - mostly based on my critical perspectives about societies and my 'STEPWISE' framework for science and technology education. To do so, I work closely with a team of graduate students, teachers and others and with colleagues from different parts of the world whose work also involves critical studies of influences of powerful individuals and groups on wellbeing of individuals, societies (including science and technology education) and environments - often associated with civic actions to promote social justice and environmental wellbeing. Related to this, I have a SSHRC Insight Grant (2019-2023), enabling us to promote and study the nature and extent of uses of findings from Science & Technology Studies (STS) in science education. On a personal note, I now live in Kingston, Ontario, largely working from home or at the Queen's University library - but am in Toronto and area for 1-2 days/week for scholarship activities during the academic year.
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REFEREED PUBLICATIONS
INDEX
Journal Articles
Books
Edited Books
Book Chapters
Conference Presentations
Invited Scholarly Talks



JOURNAL ARTICLES
(see abstracts at [A])
  • Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (in press). SAQ, SSI and STSE education: Defending and extending ‘Science-in-Context’. Cultural Studies of Science Education, x(x), xx-xx. doi: 10.1007/s11422-019-09962-7
  • Tsoumparis, D., Bencze, L., Curtis, S., & Zouda, M. (in press). Practical suggestions for promoting science student actions to overcome social and environmental harms. School Science Review,.
  • Bencze, L., El Halwany, S., Milanovic, M., Qureshi, N., & Zouda, M. (2019). Roadblocks to critical and active civic engagement in/through school science: Stories from the field. Educação e Fronteiras, 9(xx), 49-73. [invited]
  • Bencze, L., Carter, L., & Krstovic, M. (2017). Students’ actor-network-informed motivation for tackling socioscientific problems. Education Review, 5(2), 8-10. [invited]
  • Bencze, L., Carter, L., & Krstovic, M. (2017). Envisaging socio-scientific education for participatory democracies: Intertextuality as an organizing heuristic. Education Review, 5(2), 25-29.
    [invited]
  • Carter, L., Weinstein, M., & Bencze, L. (2017). Biopolitics and science education. Cultural Studies of Science Education, 12(4), 761-767. [A]
  • Hoeg, D., & Bencze, L. (2017). Rising against a gathering storm: A biopolitical analysis of citizenship in STEM policy. Cultural Studies of Science Education, 12(4), 843-861. [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. [invited]
  • Bencze, J.L. (2013). Science & technology education for global wellbeing. Les dossiers des Sciences de l'Education, 29, 109-123.
    [invited]
  • 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]
    [invited]
  • 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] [invited]
  • 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] [invited]
  • 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] [invited]
  • 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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REFEREED BOOKS

  • Weinstein, M., Pouliot, C., Martins, I., Levinson, R., Carter, L., & Bencze, L. (in preparation). Science education towards social and ecological justice: Provocations and conversations. Dordrecht: Springer.




EDITED REFEREED BOOKS
  • 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
[Note: All book chapters edited by others were invited.]
  • Bencze, J.L. (in development). A manifesto for an ecosocialist utopia through science education. In J. Bazzul, M.F.G. Wallace, M. Higgins & S. Tolbert (Eds.), Science x education x anthropocene (pp. xx-xx). New York: Palgrave Macmillan.
  • Bencze, L., & Carter, L. (in press). Capitalism, nature of science and science education: Interrogating and mitigating threats to social justice. In L. Hansson & H.A. Yacoubian (Eds.), Nature of science for social justice (pp. xx-xx). Dordrecht: Springer.
  • Bencze, L., El Halwany, S., & Zouda, M. (in press). Science teacher education promoting critical and active public engagement to address socioscientific problems. In M. Evagorou, J. Alexis Nielsen & J. Dillon (Eds.), Science teacher education for responsible citizenship: Towards a pedagogy for relevance through socio-scientific issues (pp. xx-xx). Dordrecht: Springer.
  • 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). Montreal & Kingston: McGill-Queen's University Press.
  • Bencze, L., Carter, L., Groleau, A., Krstovic, M., Levinson, R., Martin, J., Martins, I., Pouliot, C., & Weinstein, M. (2019). Promoting students’ critical and active engagement in socio-scientific problems: Inter/Trans-national perspectives. In E. McLoughlin, O. Finlayson, S. Erduran & P. Childs (Eds.), Bridging research and practice in science education: Selected papers from the ESERA 2017 conference (pp. 171-188). Dordrecht: Springer.
  • Hoeg, D., Bencze, L., El Halwany, S., Sperling, E., & Zouda, M. (2019).  Confronting self: Stories of incipiency, disequilibrium, and becoming critical in science education. In J. Bazzul & C. Siry (Eds.), Critical voices in science education research: Narratives of hope and struggle (pp. 127-139). Dordrecht: Springer. [invited]
  • Bencze, L. (2018). Student-led learning for ‘altruistic’ socio-political actions. In B. Shapiro (Ed.), Actions of their own to learn: Studies in knowing, acting and being (pp. 177-198). Rotterdam: Sense.
  • Bencze, L., Carter, L., Levinson, R., Martins, I., Pouliot, C., Weinstein, M., & Zouda, M. (2018). Ecojust STEM education mobilized through counter-hegemonic globalization. In K.J. Saltman & A.J. Means (Eds.), The Wiley handbook of global education reform (pp. 389-411). Hoboken: Wiley-Blackwell.
  • Bencze, L., El Halwany, S., Krstovic, M., Milanovic, M., Phillips-MacNeil, C., & Zouda, M. (2018). 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. 515-560). Salvador, Bahia, Brazil: Editora da Universidade Federal da Bahia.
  • Bencze, L., Reiss, M., Sharma, A., & Weinstein, M. (2018). STEM education as ‘Trojan horse’: Deconstructed and reinvented for all. In L. Bryan & K. Tobin (Eds.), 13 questions: Reframing education's conversation: Science (pp. 69-87). New York: Peter Lang.
  • 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., Carter, L., & Krstovic, M. (2017). 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. 71-99). 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
Centre for Lebanese Studies, Lebanese American University & Lebanese Association for Educational Studies
Curriculum Reform Conference: Beirut, Lebanon, Date TBA
  • El Halwany, S., & Bencze, L. (accepted). Desiring the “bigger picture behind Science and Technology”: Shifting be-longings with STEM education in a college microbiology lab.
  • El Halwany, S., Milanovic, M., Qureshi, N., Padamsi, Z. & Zouda, M., & Bencze, L. (accepted). Exploring experiences of high school science students following an unconventional pedagogy, ‘STEPWISE’.
American Educational Research Association
- AERA 2020: San Francisco, CA,  April  17-21
  • Bencze, J.L. (accepted). Collectively struggling towards ecojust communities through science education and beyond: A theorized retrospective. (In symposium, Crafting Science Educations for Justice: Entangled Global Tales of Teaching and Activism).
  • Bencze, L., Del Gobbo, D., El Halwany, S., Milanovic, M., Qureshi, N., Padamsi, Z., & Zouda, M. (accepted). Ecojust engineering in/through school science and beyond.
  • El Halwany, S. Milanovic, M., Padamsi, Z., Qureshi, N., Zouda, M., Bencze, L. (accepted). Haunted by (in)equity: Dilemmas with inquiry for social and environmental justice.
  • Zouda, M., Tsoubaris, D., El Halwany, S., Milanovic, M., Padamsi, Z., Qureshi, N., & Bencze, L. (accepted). Students’ views on relationships in socioscientific issues: Merits of foci on thinking schema.
Canadian Society for Study of Education
- CSSE 2020: London, ON, May 30 - June 5

International Organization for Science and Technology Education
- IOSTE 2020: Daegu, S. Korea, Aug. 23-28




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

Society for Social Studies of Science
- 4S 2019: New Orleans, LA, Sept. 4-7

  • Bencze, L., & Carter, L. (20019). STEM education <---> Right-wing populist politics.

European Science Education Research Association
- ESERA 2019: Bologna, Italy, Aug. 26-30

  • Bencze, L., Del Gobbo, D., El Halwany, S., Milanovic, M., Qureshi, N., Padamsi, Z., & Zouda, M. (2019). EcoJust engineering assemblages in school science.
  • Bencze, L., Del Gobbo, D., El Halwany, S., Krstovic, M., Milanovic, M., Padamsi, Z., Pouliot, C., Qureshi, N., & Zouda, M. (2019). Mobilizing critical & altruistic science education.
  • Carter, L., & Bencze, L. (2019). International preservice teacher collaborations: Conceptions of, and orientations to, activism in science education.
  • El Halwany, S., & Bencze, l. (2019). Aesthetic encounters in a college microbiology lab.
  • Milanovic, M., El Halwany, S., Qureshi, N., Padamsi, Z., Zouda, M., & Bencze, L. (2019). Finding a 'good place: A 'pleasurable' implementation of new science pedagogy.
  • Zouda, M., El Halwany, S., Milanovic, M., Qureshi, N., Padamsi, Z., & Bencze, L. (2019). Teaching power-relations in socioscientific issues: Toward activism in science education.

Canadian Society for the Study of Education
- CSSE 2019: Vancouver, BC, June 1-5

  • Bencze, L., Del Gobbo, D., El Halwany, S., Krstovic, M., Milanovic, M., Zouda, M. (2019). Circulating science education for socio-political activism: To be a bricoleur?
  • Milanovic, M., Padamsi, Z., El Halwany, S., Mitchell, K., Zouda, M., & Bencze , L. (2019). Inspiring impactful involvement: Links between science education and community action groups.
  • Schaffer, K., Milanovic, M., El Halwany, S., Hassan, N., Zouda, M., & Bencze, L. (2019). Inertial tensions in promoting socio-political actions among future technoscience technicians.
  • Zouda, M., Halwany, S., Milanovic, M., Mitchell, K., Padamsi, Z., & Bencze, L. (2019). Possible connections of an activist group to science classrooms: Exploration through forms of capital.

American Educational Research Association
- AERA 2019: Toronto, April 5-9

  • Bencze, L., Del Gobbo, D., El Halwany, S., Krstovic, M., Milanovic, M., Mitchell, K., & Zouda, M. (2019). Socially-conscious youth using STEM (SYSTEM): Towards ‘Vision III’ science literacy. A presentation in the symposium, "STEM: Power, spectacle, and resistance."
  • El Halwany, S. & Bencze, L. (2019). ‘Teaching desire’: Exploring international college students’ and their instructor’s be-longings in a biotechnology pedagogical context.
  • Padamsi, Z., Milanovic, M., El Halwany, S., Mitchell, K., Zouda, M., & Bencze, L. (2019). Encouraging effective engagement: Community action groups and their relationship to science education.

International Organization for Science & Technology Education
- IOSTE 2018: Malmö, Sweden, Aug. 13-17

  • Bencze, J.L. (2018). EcoJust STEM Education to counter hyper-capitalist contexts of meaning and being.
  • Bencze, L., & Pouliot, C. (2018). Promises and perils of active citizenship in/through science education.
  • Bencze, L. (2018). Seeking altruistic public challenges to networks responsible for harms linked to technosciences. A presentation as part of the Symposium led by L. Colucci-Gray & J. Sjöström: Science and Technology Education in response to global, socio-environmental challenges.
  • El Halwany, S., Bencze, L., Hassan, N., Schaffer, K., Milanovic, M., & Zouda, M. (2018). Embodying practice: A college instructor’s life history in relation to his practices on STSE issues.
  • Zouda, M., El Halwany, S., Milanovic, M., Schaffer, K., & Bencze, L. (2018). Addressing issues of equity and inclusivity through activist science education.
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Invited Scholarly Talks & Workshops
Centre for Lebanese Studies, Lebanese American University & Lebanese Association for Educational Studies
Curriculum Reform Conference: Beirut, Lebanon, Date TBA
  • Bencze, J.L. (invited). Resisting ‘The Borg’: Striving for ecojustice? A Keynote Address.
Federal University of Bahia
- STSE, SSI in Science Education, Salvador, Brazil, March 2020
  • Bencze, J.L. (invited). TBA, A Workshop for Science Educators.






NON-REFEREED PUBLICATIONS

INDEX
Journal Articles
Books
Book Chapters
Conference Presentations
Seminars & Workshops


JOURNAL ARTICLES
  • Bencze, J.L. (2019). Mobilizing altruistic civic actions through school science: Going up against The Borg™. Journal for Activist Science & Technology Education, 10(1), 57-71.
  • Bencze, L. (2018). Introducing STEPWISE. Journal for Activist Science & Technology Education, 9(1), i-iii.
  • 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
  • Milanovic, M., El Halwany, S., Krstovic, M., Mitchell, K., Padamsi, Z., Qureshi, N., Schaffer, K., Zouda, M., & Bencze, L. (2019). Science education for civic action: A 'STEPWISE' project resource guide for teachers. Toronto: STEPWISE Research and Publication Team. [Available for free download here]
  • Zouda,  M., Schaffter, K., Pouliot, C., Milanovic, M., El Halwany, S., Padamsi, Z., Qureshi, N., & Bencze, L. (2019). Ban the dust: A graphic novel about citizen action to eliminate urban dust pollution. Toronto: STEPWISE Research and Publication Team. [Available at: tinyurl.com/yxa9ptq6 (also see accompanying pedagogical suggestions, at: tinyurl.com/y4ft6rv9)]
  • 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




SEMINARS & WORKSHOPS
STEPWISE Research & Publication Team
  • STEPWISE R&P Team (2019). Science education for civic action: A symposium for science and technology educators to explore and discuss STEPWISE-inspired teaching and learning resources. OISE, University of Toronto, May 11, 2019.
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EDITORIAL WORK


Editorial Work for Refereed Publications

JOURNALS

Editorial Board Memberships



Editorial Board for Refereed Books



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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