148
Scheid, N., & Reis, P. (2016). As tecnologias da informação e da comunicação e a promoção da
discussão e ação sociopolítica em aulas de ciências naturais em contexto português. Ciência &
Educação, 22(1), 129–144.
Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., & Friedman, T. (2018). Becoming citizens in a changing world: IEA international civic and citizenship education study 2016 international report. Amsterdam: IEA and Springer.
Schusler, T. M., & Krasny, M. E. (2015). Science and democracy in youth environmental action –
Learning “good” thinking. In M. P. Mueller & D. J. Tippins (Eds.), EcoJustice, citizen science
and youth activism – Situated tensions for science education (pp. 363–384). London: Springer.
Segerberg, A., & Bennett, W. L. (2011). Social media and the organization of collective action:
Using twitter to explore the ecologies of two climate change protests. The Communication
Review, 14(3), 197–215.
Simonneaux, J., & Simonneaux, L. (2012). Educational configurations for teaching environmental
socioscientific issues within the perspective of sustainability. Research in Science Education,
42, 75–94.
Sleeter, C. E., & Cornbleth, C. (2011). Teaching with vision: Culturally responsive teaching in
standards-based classrooms. New York: Teachers College Press.
Stegmann, K., Weinberg, A., & Fischer, F. (2007). Facilitating argumentative knowledge construction with computer-supported collaboration scripts. Computer-Supported Collaborative
Learning, 2, 421–447.
Tippins, D., Mueller, M., van Eijck, M., & Adams, J. (Eds.). (2010). Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous
knowledge. 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.
Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0
International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing,
adaptation, distribution and reproduction in any medium or format, as long as you give appropriate
credit to the original author(s) and the source, provide a link to the Creative Commons license and
indicate if changes were made.
The images or other third party material in this chapter are included in the chapter’s Creative
Commons license, unless indicated otherwise in a credit line to the material. If material is not
included in the chapter’s Creative Commons license and your intended use is not permitted by
statutory regulation or exceeds the permitted use, you will need to obtain permission directly from
the copyright holder.
P. Reis
Scheid, N., & Reis, P. (2016). As tecnologias da informação e da comunicação e a promoção da
discussão e ação sociopolítica em aulas de ciências naturais em contexto português. Ciência &
Educação, 22(1), 129–144.
Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., & Friedman, T. (2018). Becoming citizens in a changing world: IEA international civic and citizenship education study 2016 international report. Amsterdam: IEA and Springer.
Schusler, T. M., & Krasny, M. E. (2015). Science and democracy in youth environmental action –
Learning “good” thinking. In M. P. Mueller & D. J. Tippins (Eds.), EcoJustice, citizen science
and youth activism – Situated tensions for science education (pp. 363–384). London: Springer.
Segerberg, A., & Bennett, W. L. (2011). Social media and the organization of collective action:
Using twitter to explore the ecologies of two climate change protests. The Communication
Review, 14(3), 197–215.
Simonneaux, J., & Simonneaux, L. (2012). Educational configurations for teaching environmental
socioscientific issues within the perspective of sustainability. Research in Science Education,
42, 75–94.
Sleeter, C. E., & Cornbleth, C. (2011). Teaching with vision: Culturally responsive teaching in
standards-based classrooms. New York: Teachers College Press.
Stegmann, K., Weinberg, A., & Fischer, F. (2007). Facilitating argumentative knowledge construction with computer-supported collaboration scripts. Computer-Supported Collaborative
Learning, 2, 421–447.
Tippins, D., Mueller, M., van Eijck, M., & Adams, J. (Eds.). (2010). Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous
knowledge. 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.
Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0
International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing,
adaptation, distribution and reproduction in any medium or format, as long as you give appropriate
credit to the original author(s) and the source, provide a link to the Creative Commons license and
indicate if changes were made.
The images or other third party material in this chapter are included in the chapter’s Creative
Commons license, unless indicated otherwise in a credit line to the material. If material is not
included in the chapter’s Creative Commons license and your intended use is not permitted by
statutory regulation or exceeds the permitted use, you will need to obtain permission directly from
the copyright holder.
P. Reis