Avraamidou, Lucy. “Science Identity as a Landscape of Becoming: Rethinking Recognition and Emotions through an Intersectionality Lens.” Cultural Studies of Science Education 15, no. 2 (2020): 323–45. This article frames science identity as dynamic and socially situated, informing this unit’s approach to fostering inclusive and participatory science identities in the classroom.
Banchi, Heather and Randy Bell, “The Many Levels of Inquiry,” Science and Children 46, no. 2 (2008): 26–29, http://www.jstor.org/stable/43174976. This article presents the Levels of Inquiry Continuum and provides guidance on scaffolding inquiry-based learning in the classroom.
Bell, Catherine. Ritual Theory, Ritual Practice. New York: Oxford University Press, 1992. This book frames rituals as embodied performances that structure experience and social roles.
Bennett, Jane. “The Force of Things: Steps toward an Ecology of Matter.” Political Theory 32, no. 3 (2004): 347–72. http://www.jstor.org/stable/4148158. This article develops the concept of “vibrant matter,” emphasizing the active role of nonhuman things as agents that shape events.
Geraci, Robert. “Laboratory Ritual: Experimentation and the Advancement of Science.” Zygon: Journal of Religion and Science 37, no. 4 (2002): 891–908. https://doi.org/10.1111/1467-9744.00463. This article examines the performative and ritualistic aspects of laboratory work, exploring how experimental procedures shape knowledge production and scientists’ identity.
Hoskins, Janet. “Agency, Biography and Objects.” In Handbook of Material Culture, edited by Chris Tilley et al. London: Sage Publications, 2006. This chapter provides a foundational framework for understanding how objects possess “biographies” and “agency,” offering tools for analyzing laboratory equipment as both cultural and scientific artifacts.
Jenkins, Edgar. 2007. “What Is the School Science Laboratory For?” Journal of Curriculum Studies 39 (6): 723–36. https://doi.org/10.1080/00220270601134425. This article explores the evolving purposes of the school science lab and its role in supporting scientific understanding.
Millar, Robin, Fred Lubben, Richard Got, and Sandra Duggan. “Investigating in the School Science Laboratory: Conceptual and Procedural Knowledge and Their Influence on Performance.” Research Papers in Education 9, no. 2 (1994): 207–48. https://doi.org/10.1080/0267152940090205. Explores how students’ conceptual understanding and procedural skills interact to influence their success in school laboratory investigations.
National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press, 2012. This framework underpins the Next Generation Science Standards.
Prown, Jules David. “Mind in Matter: An Introduction to Material Culture Theory and Method.” Winterthur Portfolio 17, no. 1 (1982): 1–19. http://www.jstor.org/stable/1180761. This article introduces the Prown Method, which is used in this unit for structured object study and analysis.
