oise-svg

Larry Bencze

Associate Professor Emeritus

larry.bencze@utoronto.ca

STEPWISE

Faculty Profile

Larry Bencze is an Emeritus Associate Professor in the Department of Curriculum, Teaching & Learning at the Ontario Institute for Studies in Education of the University of Toronto. Larry continues to supervise doctoral students, as well as conduct collaborative action research to engage with teachers as they encourage students to learn about and take action to resolve harmful relationships among fields of science & technology and societies & environments (STSE).

Larry’s research interests are on critical and activist science and technology education via STEPWISE (science and technology education promoting wellbeing for individuals, societies, and environments) and critical analyses of STEM education and emotions in education. His work has been supported by research grants from the Social Sciences and Humanities Research Council (SSHRC), University of Toronto funding, and other sources.

Selected Publications:

  • Bencze, J. L. (2020). Re-visioning ideological assemblages through de-punctualizing and activist science, mathematics and technology education. Canadian Journal of Science, Mathematics & Technology Education, 20(4), 736-749.  
  • Bencze, J.L., & Carter, L.C. (2020). Capitalism, nature of science and science education: Exposing and opposing threats to social justice. In H.A. Yacoubian & L. Hansson (Eds.), Nature of science for social justice (pp. 59-78). 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, J. L., El Halwany, S., & Zouda, M. (2020). Critical and active public engagement in addressing socioscientific problems through science teacher education. In M. Evagorou, J. Alexis Nielsen, & J. Dillon (Eds.), Science teacher education for responsible citizenship: Towards a pedagogy for relevance through socioscientific issues (pp. 63-83). Cham, Switzerland: Springer. 
  • 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 ,15(3), 825–851. doi: https://doi.org/10.1007/s11422-019-09962-7