{"refrec":{"BRefID":239763,"RR":"<b>Schindel Dimick, A.</b> (2012). Student empowerment in an environmental science classroom: Toward a framework for social justice science education. <i>Science Ed. 96(6)</i>: 990-1012. <a href=\"http://dx.doi.org/10.1002/sce.21035\" target=\"_blank\">http://dx.doi.org/10.1002/sce.21035</a>","BEntID":231446,"PublicFlag":1,"CheckedFlag":1,"wosflag":1,"vabbflag":null,"RefStringPartII":". <i>Science Ed. 96(6)</i>: 990-1012. <a href=\"http://dx.doi.org/10.1002/sce.21035\" target=\"_blank\">http://dx.doi.org/10.1002/sce.21035</a>","DocTypID":8,"DocType":"Journal article","MarineFlag":0,"FreshFlag":0,"BrackishFlag":0,"TerrestrialFlag":0,"Authorstring":"Schindel Dimick, A.","OrigTitleTranslFlag":0,"Authorstringtrunc":"Schindel Dimick, A.","Englishabstract":"Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social justice science education in classroom settings. I utilize this framework to analyze the case study of a high school environmental science classroom in the United States where the teacher and students created environmental action projects that were relevant to their community. 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