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Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking

Intro -- Contents -- 1 Science Education as a Site of Struggle -- Abstract -- Introduction -- References -- 2 The Constitution of Subjectivities: Discourse, Practices, and Repetition -- Abstract -- The Importance of Althusser, Butler, and Foucault's Work -- Subjectivity and the Discourses of Biology Textbooks -- Methodology for Analyzing Science Curriculum/Textbooks -- Some Directions for Critical Analysis -- Intersections of Sex/Gender and Sexuality and Race -- Neocolonialisms: The Colonizer and the Colonized -- Constituting Depoliticized Neoliberal Subjectivities -- The "Ethical Subject" of Science Education -- Resistances and Reformulations -- References -- 3 The Ethical Subject of Science Education -- Abstract -- Ethics and Science Education -- Ethics in the Science Education Literature -- Ethics, Textbooks, and Curriculum -- Continuing with a Foucauldian Methodology -- What Quali es as an "Ethical Question or Exercise" in These Texts? -- Analysis of Ethical Questions and Exercises in Biology Texts -- Contextualizing Ethical Themes in Textbooks: Governance, Populations, and Lifestyle -- Government Regulation and Policy Recommendation -- Health and Populations -- The Individual and Lifestyle Choices -- Thinking About Relations to Self -- Toward Di erent Approaches to Ethics in Science Education -- Biotechnology, Medical Research, and New Considerations for Life -- Politicizing Questions of Environmental Destruction -- References -- 4 Science Education and Subjectivity in (Bio)Political Context -- Abstract -- Biopower and Biopolitics -- Two Modernities -- Biopolitics and Science Education -- Colonization and the Power to Make Die -- Neoliberalisms -- The Regulatory and Disciplinary Poles of Sex/Gender and Sexuality -- Biotechnology and Biosubjects -- A Biopolitical Context as an Ethico-Political Frame -- References.

Calls for the improvement of science education in the USA continue unabated, with particular concern for the quality of learning opportunities for students from historically nondominant communities. Despite many and varied efforts, the field continues to struggle to create robust, meaningful forms of science education. We argue that 'settled expectations' in schooling function to (a) restrict the content and form of science valued and communicated through science education and (b) locate students, particularly those from nondominant communities, in untenable epistemological positions that work against engagement in meaningful science learning. In this article we examine two episodes with the intention of reimagining the relationship between science learning, classroom teaching, and emerging understandings of grounding concepts in scientific fields – a process we call <i>desettling</i>. Building from the examples, we draw out some key ways in which desettling and reimagining core relations between nature and culture can shift possibilities in learning and development, particularly for nondominant students.