Chronicle

Career Chronicle by J. Lawrence ('Larry') Bencze

This is an ongoing summary of my scholarship during my career as a science education professor, first in a one-year contract at the University of Saskatchewan and then as a tenure-stream professor at OISE, University of Toronto, from 1998 onwards.

Welcome to my online career chronicle!  

As a ‘retiree,’ I don't teach courses (e.g., like these), but I do some university service (e.g., FOE Chair; SMT). Mostly, I focus on STEPWISE research & publication – working with teachers & others in action research to promote and learn about students’ research-informed & negotiated sociopolitical actions (e.g., petitions) to overcome STEM-SE Harms (e.g., climate crises) of their concern. Some publications from this work are highlighted below. Other summaries can be found at ORCID, Google Scholar, UofT Profile & my downloadable full CV.

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Educational Background

While growing up in a large family (8 kids), I was expected to finish high school and seek work in a trade. So, I first enrolled in a technical programme preparing me to become an electrician. Although I enjoyed and completed this more ‘practical’ education, one of my teachers suggested I transfer to an academic programme that would qualify me for university studies. While the school’s principal was opposed to this, suggesting I would struggle with the ‘new math.’ of the day, my advocating teacher suggested urged me to study the grades 9-11 math. textbooks over the summer before enrolling in academic grade 12 (adding a year of high school studies) and then proceeding to academic grade 13 (required for university entrance in those days). I did this and, remarkably, was successful in academic math. So, one advocating teacher changed my life trajectory!

Because I was involved in many sports (e.g., gymnastics, track & field and lacrosse), I entered university enrolled in a Physical & Health Education (PhysEd) degree programme. After two years in that programme, however, I decided that I preferred to study biology - graduating with a B.Sc. in life sciences. Upon graduation, I found - however - that I was not able to find a job in my field. Fortunately, though, two of my professors invited me to enrol in a M.Sc. degree programme in biology. This involved thesis research - in my case, to locate an important gene on fruit fly chromosomes - and work as a lab. teaching assistant for undergraduate students. While I did very much enjoy my graduate studies in biology, my supervisors urged me to pursue a career as a high school teacher of science. So, I enrolled in a 1-year teacher education programme and, afterwards, taught biology and chemistry in independent, Catholic and public high schools for the next 11 years. Afterwards, I was fortunate to be selected as the science education consultant for my school district - a position I very much enjoyed, until government cut-backs led to cancellation of several consulting jobs. Although this was disappointing, I was again fortunate that a teaching colleague suggested that I enrol in graduate studies in science education. So, I resigned my teaching position and enrolled - full-time - in a Ph.D. programme. This decision seemed transformational - dramatically changing my views about school science and introducing me to educational research. I had several wonderful professors, perhaps most notably being Dr. Derek Hodson - who educated and inspired me to challenge and possibly change mainstream school science in ways that may help increase social justice and environmental vitality.

After excitement and delight of gaining a Ph.D., I found - however - that it was difficult for me to be appointed to a science education professorship. Indeed, I was unable to do so for the first 2.5 years - only able to work as an independent (supported by my wife!) science consultant, which I found very difficult. I finally had a 'breakthrough,' however, when I was appointed to a 1-year professorship at the University of Saskatchewan - getting to work with Dr. Glen Aikenhead and other great colleagues. And, very fortunately, I then was appointed to a tenure-stream position at OISE in 1998, gaining tenure and promotion to Associate Professor in 2003, and very much enjoying my work with students and research collaborations with colleagues. Indeed, I have enjoyed my academic career so much that I continued with research and publication and some university service after retirement from teaching and most university service in 2018.

Credentials & Work History
  • Associate Professor Emeritus, OISE, University of Toronto, 2018-present
  • Assistant-Associate Professor, OISE, University of Toronto, 1998-2018
  • Assistant Professor, College of Education, University of Saskatchewan, 1997-98
  • Independent Science Education Consultant, Ontario, 1995-1997
  • Ph.D., Science Education, OISE, University of Toronto, 1988-1995
  • Science Education Consultant, York Region RCSSB, 1988-92
  • High School Science Teacher, Ontario schools, 1977-88
  • B.Ed., Biology & Chemistry Faculty of Education, Queen's University, 1976-77
  • M.Sc., Cell & Molecular Biology, Biology Dept., Queen's University, 1974-77
  • B.Sc., Biology & Chemistry, Queen's University, 1970-74
  • Academic Studies High School Diploma, PCVS, Peterborough, 1968-70
  • Technical Studies High School Diploma, PCVS, 1964-66; Adam Scott SS, 1966-68;
  • Elementary School Diploma, Peterborough R.C. schools, 1956-64
Research & Teaching Foci

During my education and careers, my views about science & engineering (or 'STEM') education became increasingly critical and diverse. Such changes may be understood in terms of the 'STEPWISE' framework shown below.

As a high school teacher, I focused on teaching about 'products' (e.g., laws, theories & technologies) and skills (e.g., microscope uses) of science & engineering. But, I also encouraged and enabled students to independently design & conduct open-ended (with no pre-set conclusions) science inquiry & technology design projects - about which I learned through my M.Sc. research and in helping to organise science fairs during my consulting career. These were then supported by my Ph.D. supervisor, Derek Hodson, who also educated me about the 'nature of science & technology' (NoST). This led me to promote & learn about high school science teachers' promotion of student-led & open-ended science inquiry & technology design projects and more realistic NoST views for my Ph.D. thesis. Although I had some successes in this regard, including in my early years of university teaching, most high school teachers seemed to mainly focus on products & skills education and, so, were reluctant to prepare students to develop their own claims about and/or solutions to phenomena. Through several readings and discussions with colleagues and others, such foci seemed due to pressures on science education to greatly serve capitalist markets. This led me to focus my research & teaching on 'STSE' education and promotion of student-led & open-ended personal & sociopolitical actions to address their concerns in STSE relationships.

Sample Publications

Refereed Books

Much about my research and related teaching is contained within the 6 (co-)edited & (co-)authored books in which I have been involved since 2006. Links to each book are provided in the text below the image of each book front cover.

Bencze, J. L. (in review). Swimming against the tide in science teacher education: Growing ecojustice dispositifs. Peter Lang.

Building Networks for Critical and Altruistic Science Education
Science Education Towards Social and Ecological Justice
Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments
Activist Science and Technology Education
Analysing Exemplary Science Teaching

Model-based Scholarship

It seems that - not unlike its 'ivory tower' reputation - much of my scholarship was based on abstract frameworks. Indeed, in my efforts during my Ph.D. thesis research to encourage and enable teachers to encourage and enable high school students to eventually independently design & implement open-ended science inquiry &/or technology design projects, I developed a theoretical framework based on, for example, constructivist learning theory on which I suggested teachers could base their lessons and student activities. When I began my professorial career, I continued to use that framework as a basis of my research and teaching. Then, when I found that there seemed to be some 'blockades' to allow student-led research and design, I re-invented such a framework; that is, 'STEPWISE.' Below, I have provided these frameworks and, via the 'drop-down' menus at right/below, sample related publications.

I used the constructivism-informed pedagogical framework above that I developed during my Ph.D. thesis research up to about 2006 in my professorship. Suggestions for it uses are given in a PDF file here.

  • Bencze, J. L. (2000). Democratic constructivist science education: Enabling egalitarian literacy and self-actualization. Journal of Curriculum Studies, 32(6), 847-865.
  • Bencze, J. L. & Bowen, G. M. (2002). Striving for student self-determination in school science: Promise through student teachers’ procedural and pedagogical reconstructions. In C. Kosnick, A. Freese & A. P. Samaras (Eds.), Herstmonceux IV: The Fourth International Conference on Self-study of Teacher Education Practices: Making a difference through self-study (Volume 1), August 4-8, 2002, Herstmonceux Castle (pp. 26-31). East Sussex, England: East Sussex: S-STEP.
  • 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.
  • Bencze, J. L. (2007). Scaffolding students towards self-directed science inquiry projects. Alberta Science Education Journal, 8(2), 24-30.
  • 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.
  • 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.
  • Bencze, L., Di Giuseppe, M., Hodson, D., Pedretti, E., Serebrin, L., & Decoito, I. (2003). Paradigmatic 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Bencze, J. L. (2000). Procedural apprenticeship in school science: Constructivist enabling of connoisseurship. Science Education, 84(6), 727-739.
  • 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), 521-39.
  • Bencze, J. L. (1996). Correlational studies in school science: Breaking the science-experiment-certainty connection. School Science Review, 78(282), 95-101.
     

 

  • Bencze, L., & Carter, L. (2011). Globalizing students acting for the common good. Journal of Research in Science Teaching, 48(6), 648-669.
  • Bencze, J. L. (2010). Exposing and deposing hyper-economized school science. Cultural Studies of Science Education, 5(2), 293-303.
  • 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.
  • 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.
  • Bencze, L., Di Giuseppe, M., Hodson, D., Pedretti, E., Serebrin, L., & Decoito, I. (2003). Paradigmatic 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.
  • Bencze, J. L. (2001). Subverting corporatism in school science. Canadian Journal of Science, Mathematics and Technology Education, 1(3), 349-355.
  • 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.
  • Bencze, L., & Hodson, D. (1998). Coping with uncertainty in elementary school science: A case study in collaborative action research. Teachers and Teaching: Theory and Practice, 4(1), 77-94.
  • 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.
  • Bencze, J. L., Bowen, G. M., & Arsenault, N. (2009). Judging [at] a science fair: Tensions for judges and organizers. A paper presented at the annual conference of the American Educational Research Association, San Diego, CA, April 13-17, 2009.
  • Bencze, J. L., & Bowen, G. M. (2005). Science fairs: Mechanisms of socio-economic stratification. A paper presented at the annual conference of the American Educational Research Association, Montréal, Québec, April 11-17, 2005.
  • Bencze, L., Di Giuseppe, M., & Bowen, M. (2005). Web-mediated student-led collaborative science & technology projects: Transcending our current educational paradigm. A paper presented at the annual meeting of the Association for the Advancement of Computing in Education, June 27 - July 2, 2005, Montréal, Québec.
  • Bencze, L., Di Giuseppe, M., & M. Bowen (2005). Science project central: Web-mediated promotion of personal and community-based lifelong learning. A paper presented at the annual conference of the National Association for Research in Science Teaching, Dallas, TX, USA, April 4-7, 2005.
  • Bencze, J. L., Bowen, G. M., & Di Giuseppe, M. (2004). Web-mediated scaffolding of student-led, collaborative Science Projects. A presentation at the annual conference of the Canadian Society for the Study of Education, Winnipeg, Manitoba, May 29 - June 1, 2004.
  • Bencze, J. L., Bowen, G. M., Elshof, L., & van Oostveen, R. (2000). Internet-mediated pan-Canadian science projects: Students independently construct knowledge while getting to know more about Canada and Canadians. A paper presented at the annual meeting of the Canadian Society for the Study of Education, Edmonton, AB, May 26, 2000.
  • Bencze, J. L., & Alsop, S. (2009). A critical and creative inquiry into school science inquiry. In W.-M. Roth & K. Tobin (Eds.), World of science education: North America (pp. 27-47). Sense.
  • Bencze, J. L., & Bowen, G. M. (2006). Beyond ‘cookbook’ lab activities: Theoretical and practical considerations. A paper presentation at the annual conference of the Canadian Botanical Association, Concordia University, Montréal, QC, June 26-29, 2006.
  • Bencze, J. L., Bowen, G. M., & Alsop, S. (2003). Science teachers’ philosophical antecedents for variations in control of student knowledge building. A presentation at the 7th International History, Philosophy & Science Teaching Conference, July 30 - Aug. 3, 2003, University of Winnipeg, Winnipeg, Manitoba.
  • Bencze, L., & Di Giuseppe, M. (2001). ‘Self-directed’ learning: Immiscible with school science? A presentation at the annual meeting of the National Association for Research in Science Teaching, St. Louis, Missouri, March 26, 2001.
  • Bencze, J. L. (2009). ‘Polite directiveness’ in science inquiry: A contradiction in terms? Cultural Studies in Science Education, 4(4), 855-864.
  • 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.
  • Bencze, L., Hewitt, J., & Pedretti, E. (2002). The niche concept in curriculum and professional development in science teacher education: Collaboration or individualization? A presentation at the fourth international conference on Self-study of Teacher Education Practices, sponsored by the Self-Study of Teacher Practices SIG of the American Educational Research Association, August 4-8, 2002, Herstmonceux Castle, East Sussex, England.
  • Bencze, J. L. & Schmidt, B. (1997). Collaborative curriculum development among science educators from Primary, Secondary, and Tertiary Schools: Promoting mutual challenge and support. A presentation at the annual conference of the Canadian Society for the Study of Education, St. John’s, NFLD, June 1997.

From about 2007-08 onwards, my research & publication programme has been based on the above STEPWISE pedagogical framework, elaborated here - and here (with links to resources). Briefly, it is meant to prepare students to increase their expertise, confidence & motivation for independently developing and enacting personal & sociopolitical actions to help overcome risks/harms (e.g., climate crises) of their concern in STEM-Societies-Environments relationships.

  • Bencze, L. (2017). STEPWISE: A framework prioritizing altruistic actions to address socioscientific issues. In J. L. Bencze (Ed.), Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments: STEPWISE (pp. 19-45). Springer.
  • Bencze, L., Alsop, S., & Pedretti, E. (2005, May 28-31). School science for sustainable development: An antidote to pathological local/global economization. [Conference presentation] Canadian Society for the Study of Education, London, ON.
  • Bencze, J. L. (2013). Science & technology education for global wellbeing. Les dossiers des Sciences de l’Education (The Records of Educational Sciences), 29, 109-123. [invited] doi: 10.4000/dse.144
  • 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.
  • Del Gobbo, D., Bencze, L., Zouda, M. El Halwany, S., Hassan, N., Ibrahim, S., & Guerrero, G. (2025). STEPWISE cartographies: Student blueprinting of socioscientific issues using actor network theory and dispositifs. In J. L. Bencze (Ed.), Building networks for critical and altruistic science education (pp. 143-165). Springer.
  • Bencze, L., Carter, L., & Krstovic, M. (2017). Students’ actor-network-informed motivation for tackling socioscientific problems. Education Review, 5(2), 8-10. 
  • 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.
  • 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). Peter Lang.
  • 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.
  • 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.
  • Bencze, L., & Pouliot, C. (2025). Alliances for global ecojustice in/through STEM education. Canadian Journal for Science, Mathematics and Technology Education, 25(3-4), 660-679. https://doi.org/10.1007/s42330-025-00413-w
  • Bencze, J. L. (2025). Science education for growing networks of critique and altruism: Striving for increased social justice and environmental vitality. International Journal of Science Education, 47(15–16), 2071–2092. https://doi.org/10.1080/09500693.2025.2460048
  • Bencze, J. L. (2025). Climate wars: Pro-ecojustice educators vs. pro-capitalist networks. RevistaMultidisciplinar, 7(3), 19–40. https://doi.org/10.23882/rmd.25298
  • Bencze, J. L. (2020). Re-visioning ideological assemblages through de-punctualizing and activist science, mathematics & technology education. Canadian Journal of Science, Mathematics & Technology Education, 20(4), 736–749. 
  • 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. 
  • Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: Defending and extending ‘Science-in-Context’. Cultural Studies of Science Education, 15(3), 825–851.
  • Bencze, L., El Halwany, S., Milanovic, M., Qureshi, N., & Zouda, M. (2019). STEM and IBL: Roadblocks to critical and active community engagement through school science. Educação e Fronteiras, 9(25), 48-71. 
  • 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.
  • 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, L., & Carter, L. (2011). Globalizing students acting for the common good. Journal of Research in Science Teaching, 48(6), 648-669.
  • Bencze, J. L., Bowen, G. M., & DiGiuseppe, M. (2009). Scientists’ tendencies to educate others about problematic aspects of business-science partnerships. A paper presented at the semi-annual conference of the European Science Education Association, Istanbul, Turkey, Aug. 31 - Sept. 4, 2009.
  • Bencze, J. L., DiGiuseppe, M., & Bowen, G. M. (2007). Scientists’ willingness to educate students about profit-driven science. A paper presented at the annual conference of the American Educational Research Association, Chicago, April 9-13, 2007.
  • Bencze, J. L., Bowen, G. M., & DiGiuseppe, M. (2007). Scientists, profit & public enlightenment. A presentation at the semi-annual conference of the International History & Philosophy for Science Teaching Group, Calgary, AB, June 24-28, 2007.
  • Bencze, L., DiGiuseppe, M., & Bowen, G. M. (2006). Scientists’ support for enlightening students about problematic aspects of profit-driven science. A paper presented at the annual meeting of the Canadian Society for the Study of Education, York University, Toronto, ON, May 27-30, 2006. 
  • Bencze, L. & Alsop, S., Wang, K., & Hazzard, K. (2006). Teachers’ and student-teachers’ tendencies to teach students about profit-driven science. A paper presented at the annual conference of the National Association for Research in Science Teaching, San Francisco, California, April 3-6, 2006.
  • Bencze, J. L. (in press). Altruistic STEM education: Speaking and acting within Gaia. In N. Nunes-Neto & G. Reis (Eds.), Science education in/for worlds in crisis: Values and ethics for socioenvironmental transformations. Springer.
  • Bencze, L., Del Gobbo, D., El Halwany, S., Guerrero, G., Ibrahim, S., & Zouda, M. (in press). Growing cultures of critique and altruism through science education. In W. Lodge, & J. Dillon (Eds.), Culture and science education: Towards more inclusive practice (pp. xx-xx). Bloomsbury.
  • Bencze, L., El Halwany, S., & Zouda, M. (in press). Science students dreaming of future ecojust material-semiotic assemblages: Drawing from critical & altruistic ‘food for thought.’ In J. D. Adams & C. Siry (Eds.), Wondering science: Creativity, imagination and future thinking in science education (pp. xx-xx). Springer. 
  • Bencze, L., Ibrahim Khan, S., Del Gobbo, D., El Halwany, S., & Guerrero, G. (in press). Secondary students’ visions of ‘ideal’ material-semiotic networks, possibly supporting increased global ecojustice. In A. Sezen-Barrie & S. Tolbert (Eds.), The Palgrave handbook of climate change research in transdisciplinary education (pp. xx-xx). Springer.
  • Bencze, L., Carter, L., & Martins, I. (2024). Post-pandemic science & technology education: Ongoing challenges to societies. In C.B. Moura (Ed.), A sociopolitical turn in science education: Towards post-pandemic worlds (pp. 267-286). Springer. 
  • Bencze, L., & Pouliot, C. (2024). Encouraging and enabling student socio-political actions through dispositif dynamism analyses. In D. Zeidler (Ed.), A moral inquiry into epistemic insights in science education: Personal and global perspectives of socioscientific issues (pp. 107-128). Springer.
  • Bencze, J. L. (2023). Dreaming of global ecosocialist futures: Possible contributions from science & technology education. In A. Sharma, M. Schmeichel & B. Wurzburg (Eds.), Progressive neoliberalism in education: Critical perspectives on manifestations and resistance (pp. 31-45). Routledge.
  • Bencze, J. L. (2022). To be debated: Teachers should mobilize science students to help replace capitalism. In J. Dillon & M. Watts (Eds.), Debates in science education (2nd ed.) (pp. 27-41). Routledge.
  • Bencze, J. L. (2022). Politicized socioscientific issues education promoting ecojustice. In Hsu, Y.-S., Tytler, R., & White, P. J. (Eds.), Innovative approaches to socioscientific issues and sustainability education: Linking research to practice (pp. 351-365). Springer Singapore Pte Ltd.
  • Bencze, J. L., & Carter, L. C. (2020). Capitalism, nature of science and science education: Interrogating and mitigating threats to social justice. In H. A. Yacoubian & L. Hansson (Eds.), Nature of science for social justice (pp. 59-78). Springer. 
  • Bencze, L., El Halwany, S., & Zouda, M. (2020). 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. 63-83). 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). 
  • 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 educational reform (pp. 389-411). 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. In N. Nunes-Neto & D. M. Conrado (Eds.), Questões sociocientíficas: Fundamentos, propostas de ensino e perspectivas para ações sociopolíticas (pp. 515-560). Editora da Universidade Federal da Bahia.
  • 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). 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). 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). Springer.
  • Bencze, J. L. (2013). Socioscientific innovation for the common good. In L.V. Shavinina (Ed.), The Routledge international handbook of innovation education (pp. 404-415). 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.), World of science education: North America (pp. 27-47). Sense.