I am a ‘retired’ (Emeritus) Associate Professor in the Dept. of CTL at OISE, University of Toronto. Although I no longer teach (except for supervizing two PhD students), I do some university service work – including as ‘Chair’ for doctoral exams and some tasks with the SMT Centre in CTL. Mostly, though, I focus on my research & publication, which is based on STEPWISE. Some publications from this research are highlighted here. Refer also to my page on ORCID and my department’s profile for me. A PDF copy of my full curriculum vitae is provided here. If you would like copies of unpublished manuscripts (e.g., conference papers), please write to me at: firstname.lastname@example.org.
- Tsoumparis, D., Bencze, L., Curtis, S., & Zouda, M. (in press). Practical suggestions for promoting science student actions to overcome social and environmental harms. School Science Review,.
- Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: Defending and extending ‘Science-in-Context’. Cultural Studies of Science Education, x(x), xx-xx.
- Bencze, L., El Halwany, S., Milanovic, M., Qureshi, N., & Zouda, M. (2019). Roadblocks to critical and active civic engagement in/through school science: Stories from the field. Educação e Fronteiras, 9(25), 48-71.
- Bencze, J.L. (2020). Post-pandemic science & technology education: An opportune and necessary ideological battle. Journal for Activist Science & Technology Education, 11(2), 33-54.
- Bencze, J.L. (2020). Stepwise progress towards more widespread altruistic uses of science and technology. Journal for Activist Science & Technology Education, 11(1), VI-VIII.
- Milanovic, M., El Halwany, S., Nurul-Hassan, M., Rahman, S., Zouda, M., & BenczeL. (2020). Lured to linger: Engaged researcher/facilitators’ reflections. Journal for Activist Science & Technology Education, 11(1), III-V.
Chapters in Books
- El Halwany, S., Zouda, M., Pouliot, C., & Bencze, L. (in press). Student-teachers’ relationships to knowledge and to their practices for critical and activist STSE education. K.W. Clausen & G. Black (Eds.), The future of action research in education: A Canadian perspective (pp. xx-xx). Montreal & Kingston: McGill-Queen’s University Press.
- Bencze, L., & Carter, L. (2020). Capitalism, nature of science and science education: Interrogating and mitigating threats to social justice. In H.A. Yacoubian & L. Hansson (Eds.), Nature of science for social justice (pp. xx-xx). Dordrecht: Springer.
- Bencze, L., El Halwany, S., & Zouda, M. (2020). Science teacher education promoting critical and active public engagement to address socioscientific problems. In M. Evagorou, J. Alexis Nielsen & J. Dillon (Eds.), Science teacher education for responsible citizenship: Towards a pedagogy for relevance through socio-scientific issues (pp. 63-83). Dordrecht: Springer.
- Bencze, L., Carter, L., Groleau, A., Krstovic, M., Levinson, R., Martin, J., Martins, I., Pouliot, C., & Weinstein, M. (2019). Promoting students’ critical and active engagement in socio-scientific problems: Inter/Trans-national perspectives. In E. McLoughlin, O. Finlayson, S. Erduran & P. Childs (Eds.), Bridging research and practice in science education: Selected papers from the ESERA 2017 conference (pp. 171-188). Dordrecht: Springer.
- Bencze, J.L. (ed.) (2017). Science & technology education promoting wellbeing for individuals, societies & environments. Dordrecht: Springer (Summary).
- Bencze, J.L., & Alsop, S. (eds.). (2014). Activist science & technology education. Dordrecht: Springer (Advert.).
- Alsop, S., Bencze, L., & Pedretti, E. (eds.) (2005). Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice. Buckingham: Open University Press (Cover).
- Milanovic, M., El Halwany, S., Krstovic, M., Mitchell, K., Padamsi, Z., Qureshi, N., Schaffer, K., Zouda, M., & Bencze, L. (2019). Science education for civic action: A ‘STEPWISE’ project resource guide for teachers. Toronto: STEPWISE Research and Publication Team (PDF & Site).
- Zouda, M., Schaffter, K., Pouliot, C., Milanovic, M., El Halwany, S., Padamsi, Z., Qureshi, N., & Bencze, L. (2019). Ban the dust: A graphic novel about citizen action to eliminate urban dust pollution. Toronto: STEPWISE Research and Publication Team [Novel; Suggested Pedagogy].
ASERA 2020 (June 23-26, 2020).
- Bencze, J.L. (2020). Crises, capitalism and critical and altruistic science and technology education (video; summary).
- Bencze, L., Del Gobbo, D., El Halwany, S., Milanovic, M., Nurul-Hassan, M., Padamsi, Z., Qureshi, N., Rahman, S., & Zouda, M. (2020). Promotion of ecojust engineering design, production and mobilization in/through school science (video; summary).
- El Halwany, S., Zouda, M., Milanovic, M., Hassan, N., Rahman, S., & Bencze, L. (accepted). A present future: Interrogating ‘sociotechnical imaginaries’ through science education (video).
- Nurul-Hassan, M., El Halwany, S., Schaffer, K., & Bencze, L. (2020). Enhancing project-based STEM education through student participation and autonomy: Implementing a STEPWISE framework (video).
- Zouda, M., Tsoubaris, D., El Halwany, S., Milanovic, M., Padamsi, Z., Qureshi, N., & Bencze, L. (2020). ‘It’s very complicated’: Expanding students’ views on relationships regarding socioscientific issues (video).
- Bencze, J.L. (invited). Resisting ‘The Borg’: Striving for ecojustice? A Keynote Address. Centre for Lebanese Studies, Lebanese American University & Lebanese Association for Educational Studies, Curriculum Reform Conference: Beirut, Lebanon, Nov. 13-14, 2020 (tentative).
- STEPWISE R&P Team (2019). Science education for civic action: A symposium for science and technology educators to explore and discuss STEPWISE-inspired teaching and learning resources. OISE, University of Toronto, May 11, 2019.
- Cultural Studies of Science Education. This journal’s priorities highly align with my socio-political views. Supporter by Springer publishers, they also host the annual CSSE Forum – a small conference featuring longer, small-group, discussions.
- Contemporary Trends and Issues in Science Education. This series of books published by Springer also aligns with my political views and is edited by Dana Zeidler – a prominent scholar regarding socioscientific issues in science education.
Dr. Steve Alsop at York University in Toronto and I co-founded the Journal for Activist Science & Technology Education in 2009. Our latest issues – a school-based one and a university-based one – are highlighted below. Please consider helping us advertise these and other JASTE issues.
EDUCATIONAL & WORK BACKGROUND
- PhD, Education (U. Toronto [OISE]), 1995); Thesis: Bencze, J. L. (1995). Towards a more authentic and feasible science curriculum for secondary schools. Unpublished PhD Thesis. Toronto: The Ontario Institute for Studies in Education, The University of Toronto.
- BEd, Biology/Chemistry (Queen’s U., 1977).
- MSc, Biology (Queen’s U., 1977); Thesis: Bencze, J. L. (1977). Cytogenetic and fine structural analysis of polytene chromosomes from Drosophila melanogaster. Unpublished MSc Thesis. Kingston, ON: Queen’s University.
- BSc, Biology (Queen’s U., 1974).
- Secondary School Diploma, PCVS, Peterborough, ON, 1970.
- Secondary School Diploma (Technology Studies), ASCI, Peterborough, ON, 1968.
Elementary School Diploma, St. Peter’s Elementary School, Peterborough, ON, 1964.
- Emeritus Associate Professor, Science Education, July 1, 2018 – present.
- Assistant-Associate Professor, Science Education, OISE/UT, 1998-2018 (tenured, 2003).
- Assistant Professor of Education, College of Education, U. Sask., 1997-98.
- Independent Science Consultant, 1995-97.
- Consultant, Intermediate & Senior Science, York Region RCSSB, Ontario, 1988-92.
- Teacher of Science, Elementary & Secondary Independent, Private & Public Schools, Ontario, 1977-88.
FORMER UNIVERSITY TEACHING
Throughout my university teaching career, first in the College of Education, University of Saskatchewan (1997-98) and then at OISE, University of Toronto (1998-2018), my teaching was always co-affected by my academic reading, educational research and publication programme. Some major influences, which also had effects on my curriculum development (see Resources), included:
- My Politics.
- Constructivist Learning Theory.
- Application-based Learning.
- Lock’s Learning Control Theory.
- Loving’s Scientific Theory Profile.
- Actor-Network Theory.
For a brief description of major university courses taught be me, refer here.
After ‘retirement’ on July 1, 2018, from teaching and most university committee work, I moved to Kingston, ON, mainly for family reasons. Apart from the current pandemic restrictions, however, I typically travel to Toronto for meetings with graduate students, colleagues, teachers and others for 1-2 days per week. I usually can be quickly reached by email at: email@example.com.