Anita S. Tseng’s research while affiliated with Stanford University and other places

... While it retains the analytical structure and evaluative clarity, it incorporates emerging educational imperatives through six interconnected aspects, each having unique descriptors, organized across cognitive (Aspects 1-3), affective (Aspects 3 and 5), and a newly integrated sustainability dimensions (Aspects 4 and 6). (2020) Highlights a four-stage model integrating socioscientific issues (SSI) into science education to foster critical thinking, ethical reasoning, emotional literacy, and sociopolitical activism, empowering students to address social justice and equity challenges Cavagnetto et al. (2020) Highlights fostering student agency through supportive environments, structured inquiry cycles, and active participation to enhance critical thinking, engagement, and the ability to tackle real-world scientific challenges Bellová et al. (2021) Emphasizes integrating hands-on activities and inquiry-based learning to improve attitudes toward science, fostering curiosity, collaboration, and problem-solving to enhance student engagement and motivation Tseng et al. (2021) Highlights fostering critical evaluation skills through critique-based reading activities to combat misinformation, emphasizing epistemic vigilance for developing informed, scientifically literate citizens in the digital age Pietrocola et al. (2021) Emphasizes integrating risk perception and"wicked problems"like pandemics and climate change into science education to foster critical thinking, informed decision-making, and responsible citizenship through ethical and interdisciplinary approaches Bateman et al. (2021) Emphasizes fostering"agential literacy"to prepare learners for sustainable futures by integrating equity, indigenous knowledge, and skills to navigate socio-environmental challenges in the Anthropocene Valladares (2021) Advocates for a transformative approach to SL (Vision-III), emphasizing social justice, equity, and empowerment. It calls for participatory, interdisciplinary education to address socio-environmental challenges and promote critical thinking and active engagement Holbrook et al. (2022) Advocates a"trans-contextualization"approach in science education, adding action-oriented phases to promote active citizenship, socio-scientific inquiry, and collaboration for sustainable solutions to societal challenges Lüsse et al. (2022) Highlights citizen science as a tool to enhance student motivation, scientific skills, and environmental awareness while bridging science and society. ...

Reference:

Reimagining Scientific Literacy: A Textbook Framework for Future-Focused Science Education

... This sense of QM "weirdness" has contributed to the advent of numerous unfounded, pseudoscientific, theories as, e.g., quantum-based medication or quantum channeling [11], which manipulate the real meaning of some QM concepts as, e.g., the Heisenberg uncertainty principle, the wave function, or entanglement [12]. Therefore, as for pseudoscientific beliefs about vaccines [13], it would be important to investigate whether teaching and learning about QM may help students to identify unwarranted theories and false arguments that distort experimental evidence and misuse QM formal language. However, despite the space that QM is gaining in school curricula across the world [14], there is still very scarce evidence of how teachers and students deal with generic pseudoscientific claims about QM they encounter when navigating the internet and social media. ...

Reference:

Analysis of pseudoscientific beliefs in quantum mechanics of high school students and teachers