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

Curriculum Vitae

Welcome to the online version of my curriculum vitae.

A recent version of my scholarly record is downloadable here.

My work is largely driven by my concerns about WISE Problems.

This led me to develop the STEPWISE project, which prioritizes sociopolitical actions by students / society members aiming to address WISE problems as they feel is appropriate.

 Scholarship
ACADEMIC

Journal Articles
Books
Edited Books
Chapters
Conference Presentations

Invited Scholarly Talks
PROFESSIONAL

Journal Articles
Books
Chapters
Conference Presentations
Seminars & Workshops


Editorial Work My Education &
Work Background

You can write to me about any of this at: larry.bencze@utoronto.ca.




SCHOLARSHIP
Principles Guiding My Scholarship Programme

Principles guiding my research and publication programme include those in the following statement:

My work is largely driven by my desire to publish (e.g., at conferences and through books and journals) results of action research into ways to improve and science and technology (S&T) education. Although there is much to celebrate about S&T education, I believe there is much room for improvement - largely because it seems to me that school systems, along with many other entities in societies, are being adversely affected by powerful people (e.g., financiers) and groups (e.g., corporations, think tanks, tax avoidance companies, etc.). Influences from such powerful entities appear to be causing many harms to wellbeing of individuals, societies and environments - such as many human diseases (e.g., cancer, cardiovascular illnesses, diabetes), species losses, habitat destruction) and massive poverty. Consequently, my action research is focused on learning about ways that educators and others can help students to develop realistic conceptions of such problems and their causes and, for those interesting/concerning them, take personal and social actions to bring about a better world for all concerned.

Academic Publications

JOURNAL ARTICLES
(see abstracts at [A])
  • Bencze, L., Carter, L., & Krstovic, M. (2017). Students’ actor-network-informed motivation for tackling socioscientific problems. Education Review, 5(2), 8-10. [A]
  • 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. [A]
  • 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. [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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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
  • Bencze, L., & Carter, L. (in review). Capitalism, nature of science and science education: Exposing and opposing 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 review). Critical and active public engagement in addressing socioscientific problems through science teacher education. 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.
  • Bencze, L., Carter, L., Groleau, A., Krstovic, M., Levinson, R., Martin, J., Martins, I., Pouliot, C., & Weinstein, M. (in press). Promoting students’ critical and active engagement in socio-scientific problems: Inter/Trans-national perspectives. In E. McLoughlin, O. Finlayson, S. Erduran & P. Childs (Eds.), Contributions from science education research: Selected papers from the ESERA 2017 conference (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). 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. (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
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. (accepted). 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. (accepted). ‘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. (accepted). Encouraging effective engagement: Community action groups and their relationship to science education.
Canadian Society for the Study of Education
- CSSE 2019: Vancouver, BC, June 1-5
European Science Education Research Association
- ESERA 2019: Bologna, Italy, Aug. 26-30

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



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

Society for Social Studies of Science
-
4S 2018: Sydney, Australia, Aug. 29 - Sept. 1

  • Bencze, J.L. (2018). Tensions and possibilities for an 'engaged' STS programme in science education. A presentation with the 'Open Panel' (symposium), Science and technology studies and science education: ‘High’ vs. ‘low’ church tensions.

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.

Canadian Society for the Study of Education
- CSSE 2018: Regina, SK, May 26-30

  • Bencze, L., & Pouliot, C. (2018). Science students’ network-informed power analyses and socio-political actions.
  • El Halwany, S., Bencze, L., Mohammad, N., Schaffer, K., Milanovic, M., & Zouda, M. (2018). Embodying meanings: A college instructor’s reflections on his life history and his practices on STSE issues.

Dept. of Science and Technology Studies (STS), York University, and the Institute for the History and Philosophy of Science and Technology (IHPST), University of Toronto
- Binocular Conference 2018: Toronto, ON, May 18-19

  • El Halwany, S., Bencze, L., Hassan, N., Schaffer, K., Milanovic, M., & Zouda, M. (2018). Re-encountering lives and nature: A re-turn onto our epistemological approaches to life history research.

OISE, University of Toronto
- Graduate Student Research Conference, Toronto, ON, April 20-21, 2018

  • El Halwany, S., Bencze, L., Hassan, N., Schaffer, K., Milanovic, M., & Zouda, M. (2018). Embodying practice: A college instructor’s life history and his practices on STSE issues.

American Educational Research Association
- AERA 2018: New York, NYC, April 13-17

  • Bencze, L. (2018). Students actively addressing STEM-related harms: Visions of the possible. A presentation in the Symposium, "Towards critical public consciousness in STEM Education: Inter/Trans-national perspectives," with L. Carter, R. Levinson, I. Martins, C. Pouliot & M. Weinstein.
  • Zouda, M., El Halwany, S., Milanovic, M., Schaffer, K., & Bencze, L. (2018). Activist science education: Spaces for equity and inclusiveness.

National Association for Research in Science Teaching
- NARST 2018: Atlanta, GA, March 10-13

  • Bencze, L. (2018). Critical and activist science education. A presentation in the symposium of the NARST Environmental Education Strand entitled, Provocative Tensions: How Four Approaches Inform Visions of Sustainability-Oriented Science Education. [invited]
  • Bowen, G.M., Good, K.P., & Bencze, J.L. (2018). The non/canonical nature of science fair project titles and the relationship to prize winning.

Science Educators for Equity, Diversity & Social Justice
- SEEDS 2018: UC, Davis, CA, Jan. 12-14

  • Bencze, L., & Pouliot, C. (2018). Science students’ network-informed power analyses and socio-political actions.
  • Schaffer, K., Milanovic, M., El Halwany, S., Hassan, N., Zouda, M. & Bencze, L. (2018). Promoting socio-political actions for social and ecological justice among future technoscience technicians.
European Science Educational Research Association
- ESERA 2017: Dublin, Ireland, Aug. 21-25
  • Bencze, L., & Krstovic, M. (2017). 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. [selected]
  • El Halwany, S., Bencze, L., Hassan, N., Milanovic, M., Schaffer, K., & Zouda, M. (2017). 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. (2017). Inertial tensions in promoting socio-political actions among future technoscience technicians.
  • Zouda, M., El Halwany, S., Milanovic, M., & Bencze, L. (2017). Addressing socioscientific issues through stem education: The case of STEM coaches.
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Invited Scholarly Talks & Workshops
National Taiwan Normal University (TILE)
  • Bencze, J.L. (2018). Towards critical and active community engagement through school science. A presentation to faculty and students, National Taiwan Normal University, Taipei, Taiwan, Nov. 27, 2018.
East-Asian Association for Science Education (EASE 2018)
  • Bencze, J.L. (2018). Educating science students for critical and active community engagement in addressing socio-political problems. A workshop for science educators at the 2018 EASE conference, Hualien, Taiwan, Nov. 29, 2018.
University College, London, Institute of Education (UCL-IOE)
  • Bencze, J.L. (2018). Learning about community action groups & their links to science education: A STEPWISE project. A presentation to educators, students and community group members at the symposium, University teaching partnerships: Working with NGOs and community groups in the context of science education, University College, London, Institute of Education, May 21, 2018.
Cultural Studies of Science Education (CSSE)
  • Bencze, L. (2018). Challenges to cultural studies in science education. A keynote presentation at the CSSE Forum, Atlanta, GA, March 14, 2018.
Seoul National University (SNU)
  • Bencze, L. (2018). STEM education for 'WISE' technology design. A Keynote presentation to faculty and students. Jan. 29, 2018.
Korean Association for Science Education (KASE)
  • Bencze, J.L. (2018). STEPWISE: Research-informed implementation suggestions. Dankook University, Yongin and Cheonan, South Korea, Jan. 25-27, 2018.

Ewha Women's University (EWU)

  • Bencze, L. (2018). Socioscientific activism: Ontological, epistemological and axiological considerations. A presentation to faculty and graduate students. Jan. 24, 2018.
Homi Bhabha Centre for Science Education (HBCSE)
  • Bencze, J.L. (2018). Altruistic uses of socio-scientific capital: A pro-ecojustice pedagogy. A "review talk" at the annual epiSTEME Conference, Mumbai, India, Jan. 5-8, 2018.
  • Bencze, J.L. (2018). Critical and active citizenship through science education. A workshop for teachers and student-teachers. Mumbai, India, Jan. 9-10, 2018.





Professional Publications


JOURNAL ARTICLES
  • 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
  • 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
Toronto District School Board
Eureka! 2018: Toronto, ON, Feb. 16, 2018
  • El Halwany, S., Milanovic, M., Mitchell, K., Zouda, M., & Bencze, L. (2018). Connecting science classes with environmental organisations.
  • Milanovic, M., Zouda, M., Schaffer, K., Mitchell, K., El Halwany, S., & Bencze, L. (2018). Preparing students to undertake social action projects addressing STSE problems.
  • Zouda, M., Schaffer, K., Pouliot, C., Milanovic, M., El Halwany, S., & Bencze, L. (2018). Using a graphic novel to teach about STSE problems.



SEMINARS & WORKSHOPS
Peel District School Board
  • Bencze, J.L. (2018). Inspiring students - and teachers - to pursue critical research and social actions to address harms linked to science & technology. A presentation to students engaged at the RiNA Project Symposium, Peel District School Board, June 6, 2018.


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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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