147
Kellner, D., & Kim, G. (2010). YouTube, critical pedagogy, and media activism. The Review of
Education, Pedagogy, and Cultural Studies, 32(1), 3–36.
Kolstø, S. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension
of controversial socioscientific issues. Science Education, 85(3), 291–310.
Krstovic, M. (2014). Preparing students for self-directed research-informed actions on socioscientific issues. In J. L. Bencze & S. Alsop (Eds.), Activist science & technology education
(pp. 399–417). Dordrecht: Springer.
Levinson, R., Nicholson, H., & Parry, S. (Eds.). (2008). Creative encounters: New conversations
in science, education and the arts. London: The Wellcome Trust.
Linhares, E. F., & Reis, P. (2017). Interactive exhibition on climate geoengineering: Empowering
future teachers for sociopolitical action. Sisyphus – Journal of Education, 5(3), 85–106.
Retrieved from: http://revistas.rcaap.pt/sisyphus/article/view/13203/10251
Marques, A. R., & Reis, P. (2017). Research-based collective activism through the production
and dissemination of vodcasts about environmental pollution in the 8th grade. Sisyphus –
Journal of Education, 5(2), 116–137. Retrieved from: http://revistas.rcaap.pt/sisyphus/article/
view/11843/9363
Martinez, A. M., & Alsop, S. (2014). Climate change and citizen science: Early reflections on
long-term ecological monitoring projects in Southern Ontario. In L. Bencze & S. Alsop (Eds.),
Activist science and technology education (pp. 477–489). Dordrecht: Springer.
Mueller, M. P., & Tippins, D. J. (2012). Citizen science, ecojustice, and science education:
Rethinking an education from nowhere. In B. J. Fraser, K. Tobin, & C. J. Campbell (Eds.),
Second international handbook of science education (pp. 865–882). Dordrecht: Springer.
Mueller, M. P., & Tippins, D. J. (Eds.). (2015). EcoJustice, citizen science and youth activism.
Situated tensions for science education. New York: Springer.
Pancer, S. M. (2015). The psychology of citizenship and civic engagement. Oxford: Oxford
University Press.
Reis, P. (2013). Da discussão à ação sócio-política sobre controvérsias sócio-científicas: uma
questão de cidadania. Ensino de Ciências e Tecnologia em Revista, 3(1), 1–10.
Reis, P. (2014). Promoting students’ collective socio-scientific activism: Teacher’s perspectives.
In S. Alsop & L. Bencze (Eds.), Activism in science and technology education (pp. 547–574).
London: Springer.
Reis, P., & Marques, A. R. (coords.). (2016). As exposições como estratégia de ação sociopolítica:
cenários do projeto IRRESISTIBLE. Lisboa: Instituto de Educação da Universidade de Lisboa.
Reis, P., & Tinoca, L. (2018). A avaliação do impacto do projeto “We Act” nas percepções dos
alunos acerca das suas competências de ação sociopolítica. Revista Brasileira de Ensino de
Ciência e Tecnologia, 11(2), 214–231. Retrieved from: https://periodicos.utfpr.edu.br/rbect/
article/view/8435
Reis, G., Ng-A-Fook, N., & Glithero, L. (2015). Provoking Ecojustice. Taking citizen science
and youth activism beyond the school curriculum. In M. P. Mueller & D. J. Tippins (Eds.),
EcoJustice, citizen science and youth activism. Situated tensions for science education
(pp. 39–62). New York: Springer.
Rodríguez, E. D. (2015). Together we look for answers. In M. P. Mueller & D. J. Tippins (Eds.),
EcoJustice, citizen science and youth activism. Situated tensions for science education
(pp. 11–18). New York: Springer.
Roth, W.-M., & Barton, A. (2004). Rethinking scientific literacy. New York: Routledge Falmer.
Roth, W.-M., & Désautels, J. (Eds.). (2002). Science education as/for sociopolitical action.
New York: Peter Lang.
Roth, W.-M., & Lee, S. (2002). Scientific literacy as collective praxis. Public Understanding of
Science, 11, 33–56.
Schalk, S. (2008). When students take action: How and why to engage in college student activism. Thesis. College of Arts and Science, Miami University, Ohio. Retrieved from: https://etd.
ohiolink.edu/pg_10?0::NO:10:P10_ETD_SUBID:58118#abstract-files
9 Environmental Citizenship and Youth Activism
Kellner, D., & Kim, G. (2010). YouTube, critical pedagogy, and media activism. The Review of
Education, Pedagogy, and Cultural Studies, 32(1), 3–36.
Kolstø, S. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension
of controversial socioscientific issues. Science Education, 85(3), 291–310.
Krstovic, M. (2014). Preparing students for self-directed research-informed actions on socioscientific issues. In J. L. Bencze & S. Alsop (Eds.), Activist science & technology education
(pp. 399–417). Dordrecht: Springer.
Levinson, R., Nicholson, H., & Parry, S. (Eds.). (2008). Creative encounters: New conversations
in science, education and the arts. London: The Wellcome Trust.
Linhares, E. F., & Reis, P. (2017). Interactive exhibition on climate geoengineering: Empowering
future teachers for sociopolitical action. Sisyphus – Journal of Education, 5(3), 85–106.
Retrieved from: http://revistas.rcaap.pt/sisyphus/article/view/13203/10251
Marques, A. R., & Reis, P. (2017). Research-based collective activism through the production
and dissemination of vodcasts about environmental pollution in the 8th grade. Sisyphus –
Journal of Education, 5(2), 116–137. Retrieved from: http://revistas.rcaap.pt/sisyphus/article/
view/11843/9363
Martinez, A. M., & Alsop, S. (2014). Climate change and citizen science: Early reflections on
long-term ecological monitoring projects in Southern Ontario. In L. Bencze & S. Alsop (Eds.),
Activist science and technology education (pp. 477–489). Dordrecht: Springer.
Mueller, M. P., & Tippins, D. J. (2012). Citizen science, ecojustice, and science education:
Rethinking an education from nowhere. In B. J. Fraser, K. Tobin, & C. J. Campbell (Eds.),
Second international handbook of science education (pp. 865–882). Dordrecht: Springer.
Mueller, M. P., & Tippins, D. J. (Eds.). (2015). EcoJustice, citizen science and youth activism.
Situated tensions for science education. New York: Springer.
Pancer, S. M. (2015). The psychology of citizenship and civic engagement. Oxford: Oxford
University Press.
Reis, P. (2013). Da discussão à ação sócio-política sobre controvérsias sócio-científicas: uma
questão de cidadania. Ensino de Ciências e Tecnologia em Revista, 3(1), 1–10.
Reis, P. (2014). Promoting students’ collective socio-scientific activism: Teacher’s perspectives.
In S. Alsop & L. Bencze (Eds.), Activism in science and technology education (pp. 547–574).
London: Springer.
Reis, P., & Marques, A. R. (coords.). (2016). As exposições como estratégia de ação sociopolítica:
cenários do projeto IRRESISTIBLE. Lisboa: Instituto de Educação da Universidade de Lisboa.
Reis, P., & Tinoca, L. (2018). A avaliação do impacto do projeto “We Act” nas percepções dos
alunos acerca das suas competências de ação sociopolítica. Revista Brasileira de Ensino de
Ciência e Tecnologia, 11(2), 214–231. Retrieved from: https://periodicos.utfpr.edu.br/rbect/
article/view/8435
Reis, G., Ng-A-Fook, N., & Glithero, L. (2015). Provoking Ecojustice. Taking citizen science
and youth activism beyond the school curriculum. In M. P. Mueller & D. J. Tippins (Eds.),
EcoJustice, citizen science and youth activism. Situated tensions for science education
(pp. 39–62). New York: Springer.
Rodríguez, E. D. (2015). Together we look for answers. In M. P. Mueller & D. J. Tippins (Eds.),
EcoJustice, citizen science and youth activism. Situated tensions for science education
(pp. 11–18). New York: Springer.
Roth, W.-M., & Barton, A. (2004). Rethinking scientific literacy. New York: Routledge Falmer.
Roth, W.-M., & Désautels, J. (Eds.). (2002). Science education as/for sociopolitical action.
New York: Peter Lang.
Roth, W.-M., & Lee, S. (2002). Scientific literacy as collective praxis. Public Understanding of
Science, 11, 33–56.
Schalk, S. (2008). When students take action: How and why to engage in college student activism. Thesis. College of Arts and Science, Miami University, Ohio. Retrieved from: https://etd.
ohiolink.edu/pg_10?0::NO:10:P10_ETD_SUBID:58118#abstract-files
9 Environmental Citizenship and Youth Activism