skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Bang, Megan"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; ; ; (, International Society of the Learning Sciences)
    Chinn, C; Tan, E.; Chan, C.; Kali, Y. (Ed.)
    Socio-ecological histories of places are political, contested, and intimately linked with ways of knowing and being in the world. Supporting students in perspective taking and reasoning through contested histories of places are equity practices that allow for multiple and diverse stories to be told, honored, and incorporated in science learning. In this paper, we describe an approach to teaching about socio ecological systems from the Learning in Places project using a framework called Socioecological Histories of Places. We first describe the framework and its design within the Learning in Places project. We then analyze one teacher’s implementation of this approach and discuss implications for understanding issues of power, historicity, and ethical decision-making in field-based science learning and teaching. 
    more » « less
    Accepted Manuscript Full Text Available
  2. ; ; (, Journal of Science Teacher Education)
    Full Text Available 
  3. ; ; (, Cultural Studies of Science Education)
    Full Text Available 
  4. ; ; ; ; ; ; ; ; ; ; et al (, The ANNALS of the American Academy of Political and Social Science)
    Despite decades of climate science research, existing climate actions have had limited impacts on mitigating climate change. Efforts to reduce emissions, for example, have yet to spur sufficient action to reduce the most severe effects of climate change. We draw from our experiences as Ojibwe knowledge holders and community members, scientists, and scholars to demonstrate how the lack of recognition of traditional knowledges (TK) within climate science constrains effective climate action and exacerbates climate injustice. Often unrecognized in science and policy arenas, TK generates insights into how justice-driven climate action, rooted in relational interdependencies between humans and older-than-human relatives, can provide new avenues for effectively addressing climate change. We conclude by arguing for a shift toward meaningful and respectful inclusion of plural knowledge systems in climate governance. 
    more » « less
    Full Text Available 
  5. ; ; (, Daedalus)
    Full Text Available 
  6. ; ; ; ; ; ; ; ; (, Journal of Cognition and Development)
    Full Text Available