146
citizen science and youth activism. Situated tensions for science education (pp. 207–222).
New York: Springer.
Calabrese Barton, A., & Tan, E. (2010). “It changed our lives”: Activism, science and greening
the community. Canadian Journal of Science, Mathematics, and Technology Education, 10(3),
207–222.
Carter, L., Rodriguez, C. C., & Jones, M. (2014). Transformative learning in science education:
Investigating pedagogy for action. In L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 531–545). Dordrecht: Springer.
Colucci-Gray, L., & Camino, E. (2014). From knowledge to action? Re-embedding science learning within the planet’s web. In L. Bencze & S. Alsop (Eds.), Activist science and technology
education (pp. 149–164). Dordrecht: Springer.
Conceição, T., Baptista, M., & Reis, P. (2019). La contaminación de los recursos hídricos
como punto de partida para el activismo socio-científico. Revista Eureka sobre Enseñanza y
Divulgación de las Ciencias, 16(1), 1502.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education.
New York: Free Press.
Diamond, L. (2015). Facing up to democratic recession. Journal of Democracy, 26(1), 141–155.
European Network for Environmental Citizenship – ENEC. (2018). Defining “Education
for environmental citizenship”. Retrieved from http://enec-cost.eu/our-approach/
education-for-environmental-citizenship/
Fazio, X., & Karrow, D. D. (2015). The commonplaces of schooling and citizen science. In M. P.
Mueller & D. J. Tippins (Eds.), EcoJustice, citizen science and youth activism. Situated tensions for science education (pp. 179–182). New York: Springer.
Freire, P. (1970/1987). Pedagogia do oprimido [Pedagogy of the oppressed], 17.ª edição. Rio de
Janeiro: Paz e Terra.
García-Bermúdez, S., Reis, P., & Vázquez-Bernal, B. (2014). Potencialidades y limitaciones de
los entornos virtuales colaborativos y las herramientas web 2.0 en la promoción del activismo
sobre cuestiones ambientales en estudiantes de básica secundaria. Uni/Pluriversidad, 41/14(2),
502–507.
García-Bermúdez, S., Reis, P., & Vázquez-Bernal, B. (2017). Promoción del activismo sobre cuestiones ambientales en estudiantes de básica secundaria a través de las herramientas web 2.0. Da
Investigação às Práticas, 7(2), 34–53.
Gray, D., Colucci-Gray, L., & Camino, E. (Eds.). (2009). Science, society and sustainability:
Education and empowerment for an uncertain world. London: Routledge Research.
Haverkos, K. (2015). Living history—challenging citizen science and youth activism through historical re-enacting. In M. P. Mueller & D. J. Tippins (Eds.), EcoJustice, citizen science and
youth activism. Situated tensions for science education (pp. 193–206). New York: Springer.
Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Buckingham:
Open University Press.
Hodson, D. (2003). Time for action: Science education for an alternative future. International
Journal of Science Education, 25(6), 645–670.
Hodson, D. (2011). Looking to the future: Building a curriculum for social activism. Rotterdam:
Sense Publishers.
Hodson, D. (2014). Becoming part of the solution: Learning about activism, learning through
activism, learning from activism. In J. L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 67–98). Dordrecht: Springer.
Jackson, D., Thorsen, E., & Wring, D. (2016). EU referendum analysis 2016: Media, voters and
the campaign: Early reflections from leading UK academics. Bournemouth: The Centre for the
Study of Journalism, Culture and Community.
Kahne, J., Lee, N.-J., & Feezell, J. T. (2013). The civic and political significance of online participatory cultures among youth transitioning to adulthood. Journal of Information Technology
and Politics, 10(1), 1–20.
P. Reis
citizen science and youth activism. Situated tensions for science education (pp. 207–222).
New York: Springer.
Calabrese Barton, A., & Tan, E. (2010). “It changed our lives”: Activism, science and greening
the community. Canadian Journal of Science, Mathematics, and Technology Education, 10(3),
207–222.
Carter, L., Rodriguez, C. C., & Jones, M. (2014). Transformative learning in science education:
Investigating pedagogy for action. In L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 531–545). Dordrecht: Springer.
Colucci-Gray, L., & Camino, E. (2014). From knowledge to action? Re-embedding science learning within the planet’s web. In L. Bencze & S. Alsop (Eds.), Activist science and technology
education (pp. 149–164). Dordrecht: Springer.
Conceição, T., Baptista, M., & Reis, P. (2019). La contaminación de los recursos hídricos
como punto de partida para el activismo socio-científico. Revista Eureka sobre Enseñanza y
Divulgación de las Ciencias, 16(1), 1502.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education.
New York: Free Press.
Diamond, L. (2015). Facing up to democratic recession. Journal of Democracy, 26(1), 141–155.
European Network for Environmental Citizenship – ENEC. (2018). Defining “Education
for environmental citizenship”. Retrieved from http://enec-cost.eu/our-approach/
education-for-environmental-citizenship/
Fazio, X., & Karrow, D. D. (2015). The commonplaces of schooling and citizen science. In M. P.
Mueller & D. J. Tippins (Eds.), EcoJustice, citizen science and youth activism. Situated tensions for science education (pp. 179–182). New York: Springer.
Freire, P. (1970/1987). Pedagogia do oprimido [Pedagogy of the oppressed], 17.ª edição. Rio de
Janeiro: Paz e Terra.
García-Bermúdez, S., Reis, P., & Vázquez-Bernal, B. (2014). Potencialidades y limitaciones de
los entornos virtuales colaborativos y las herramientas web 2.0 en la promoción del activismo
sobre cuestiones ambientales en estudiantes de básica secundaria. Uni/Pluriversidad, 41/14(2),
502–507.
García-Bermúdez, S., Reis, P., & Vázquez-Bernal, B. (2017). Promoción del activismo sobre cuestiones ambientales en estudiantes de básica secundaria a través de las herramientas web 2.0. Da
Investigação às Práticas, 7(2), 34–53.
Gray, D., Colucci-Gray, L., & Camino, E. (Eds.). (2009). Science, society and sustainability:
Education and empowerment for an uncertain world. London: Routledge Research.
Haverkos, K. (2015). Living history—challenging citizen science and youth activism through historical re-enacting. In M. P. Mueller & D. J. Tippins (Eds.), EcoJustice, citizen science and
youth activism. Situated tensions for science education (pp. 193–206). New York: Springer.
Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Buckingham:
Open University Press.
Hodson, D. (2003). Time for action: Science education for an alternative future. International
Journal of Science Education, 25(6), 645–670.
Hodson, D. (2011). Looking to the future: Building a curriculum for social activism. Rotterdam:
Sense Publishers.
Hodson, D. (2014). Becoming part of the solution: Learning about activism, learning through
activism, learning from activism. In J. L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 67–98). Dordrecht: Springer.
Jackson, D., Thorsen, E., & Wring, D. (2016). EU referendum analysis 2016: Media, voters and
the campaign: Early reflections from leading UK academics. Bournemouth: The Centre for the
Study of Journalism, Culture and Community.
Kahne, J., Lee, N.-J., & Feezell, J. T. (2013). The civic and political significance of online participatory cultures among youth transitioning to adulthood. Journal of Information Technology
and Politics, 10(1), 1–20.
P. Reis