How do teachers teach science through history when the histories spark potentially heated sociopolitical debates?
This project investigates how K-12 science teachers use the History of Science to connect scientific concepts to pressing sociopolitical issues like climate change and inequality in their classrooms. It explores the real-world experiences and strategies of teachers from multiple countries as they navigate these often controversial topics with students. The core aim is to understand how integrating science’s historical and social dimensions can help educators foster a more critical and socially engaged understanding of science in society.
Funded by SSHRC Insight Development Grant (2025-2027)
Team: Cristiano Barbosa de Moura (PI), Jesse Bazzul (Collab.), Rodrigo Lefebvre (RA), Maria Cristina Albuquerque (RA).
Recent Outputs
How teaching the history of science can help equip students to face polarized times
Opinion piece published at The Conversation Canada gets attention in media As part of the first phase of our SSHRC-funded research project on how teachers navigate socially charged histories in science education, a public-facing opinion piece was published in The Conversation Canada on May 18, 2026. The article argues that the history of science is…
NEST Research Group 