Review of Wicked Problems in PreK-12 Science Education: Stories and Strategies for Confronting Complex Topics in the Science Classroom, by J. K. Frisch et al.

Autores/as

  • Christopher Morales Florida Southwestern State College

DOI:

https://doi.org/10.14507/er.v33.4720

Biografía del autor/a

Christopher Morales, Florida Southwestern State College

Christopher Morales is a high school science educator and a college instructor whose work explores the intersection of learning, cognition, and educational practice. He teaches secondary science in Southwest Florida and serves as an adjunct instructor in higher education. Morales's scholarly interests center on cognitive science, student learning, educational leadership, and the conditions that support academic success. His current research examines how environmental factors, technology use, and school organizational structures influence attention, engagement, and achievement. Morales is currently pursuing an Ed.D. in Educational Leadership at the American College of Education. His writing reflects a commitment to evidence-informed practice, intellectual curiosity, and the continuous improvement of educational systems.

Citas

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. https://doi.org/10.17226/13165

Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155-169. https://doi.org/10.1007/BF01405730

Sadler, T. D. (Ed.). (2011). Socio-scientific issues in the classroom: Teaching, learning and research. Springer. https://doi.org/10.1007/978-94-007-1159-4

Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357-377. https://doi.org/10.1002/sce.20048

[Book reviewed] Frisch, J. K., Alston, D. M., Feldman, A., Hagevik, R., & Schpakow, M. (Eds.). (2026). Wicked problems in PreK-12 science education: Stories and strategies for confronting complex topics in the science classroom. Routledge.

Descargas

Publicado

2026-09-09

Cómo citar

Morales, C. (2026). Review of Wicked Problems in PreK-12 Science Education: Stories and Strategies for Confronting Complex Topics in the Science Classroom, by J. K. Frisch et al. Reseñas Educativas, 33. https://doi.org/10.14507/er.v33.4720

Número

Vol. 33 (2026)

Sección

Reseñas de libros

Licencia

Derechos de autor 2026 Christopher Morales

Creative Commons License

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