Kathrin Otrel-Cass, Ph.D., is Professor teaching and learning and digital transformations at the University of Graz, Austria. Her research interests are often of interdisciplinary in nature with focus on digital visual anthropology and variety of qualitative, ethnographic methodologies. She works with various practitioners and experts in environments where people are working with science/technology/engineering practices or their knowledge products. Her research is often set in schools but is not exclusive to those environments. Her research interest in visual ethnography has led to the establishment of a video research laboratories at Aalborg University and the University of Graz with a focus on the organized analysis of video recorded data and ethical research practices involving visual data. Kathrin is also a member of the Human Factor in Digital Transformation research network at the University of Graz.  Maria Andrée is an Associate Professor of Science Education at the Department of Mathematics and Science Education at Stockholm University, Sweden. Drawing primarily on socio-cultural theory, her research focuses on science education practices and the conditions for students’ participation and learning, particularly in relation to questions of science curriculum, scientific literacy and citizenship. She primarily works with ethnographic and design-based research studies in science education. She has also pursued a line of research concerning the involvement of external actors in science, technology and mathematics education. She is currently one of the scientific leader of Stockholm Teaching & Learning Studies – a platform for research in collaboration with teachers – designed to initiate, support and conduct small-scale classroom-based didactic research on teaching and learning. She has published in peer-reviewed journals including International Journal of Science Education, Research in Science Education, Cultural Studies of Science Education, and Journal of Curriculum Studies among others.Minjung Ryu is an assistant professor in Chemistry and Learning Sciences at University of Illinois at Chicago, USA. Her research focuses on STEM learning and participation of cultural and linguistic minority students. Employing ethnography and discourse analysis, she examines how racial, ethnic, and linguistic minority students engage in STEM discourses using multilingual and multimodal means and what are ways to design learning environments to improve these students’ learning experiences. Within this research interest, she has worked with resettled Burmese refugee teens in a community-based afterschool program in USA where the teens learn STEM knowledge to transform their communities and global societies. She also has collaborated with high school science teachers to develop instructional materials and practices to support English learners in linguistically superdiverse classrooms. Minjung has published in Journal of Research in Science Teaching, Science Education, and International Journal of Science Education.

• Chapter 1. Being responsive (Kathrin Otrel-Cass, Maria Andrée & Minjung Ryu).- Part I: Challenging existing norms and practices.- Chapter 2. The relevance of relevance for research ethics (Antje Gimmler).- Chapter 3. Reflections on research ethics in historically oriented science education research in Canada (John Allison & Michaela Vogt).- Chapter 4. Science education practices: Analyzing values and knowledge when conducting educational research (Gerd Johansen & Trine Anker).- Chapter 5. Ethical considerations in ethnographies of science education: Toward humanizing science education research (Minjung Ryu).- Chapter 6. Sex Education: Normativity and ethical considerations through three lenses (Auli Arvola Orlander & Iann Lundegård).- Chapter 7. Challenging existing norms and practices: Ethical thinking at the science education research boundaries (Jaume Ametller).- Part II: Epistemological considerations for ethical science education research.- Chapter 8. Ethical challenges of symmetry in participatory science education research: Proposing a heuristic for ethical reflection (Maria Andrée, Kerstin Dankwardt-Lillieström, & Jonna Wiblom).- Chapter 9. Living authenticity in science education research (Jennifer Adams & Christina Siry).- Chapter 10. Beyond dichotomies/binaries: 21st century post humanities ethics for science education using a Baradian perspective (Kathryn Scantlebury & Catherine Milne).- Chapter 11. Students’ ethical agency in video research (Jaakko Hilppö & Reed Stevens).- Chapter 12. The performativity of ethics in visual science education research: Using a material ethics approach (Kathrin Otrel-Cass).- Chapter 13. Methodological ethics considerations in science education research: Symmetric, authentic, material, adaptive, and multidisciplinary (Martin Riopel).- Index.

Kathrin Otrel-Cass, Ph.D., is Professor teaching and learning and digital transformations at the University of Graz, Austria. Her research interests are often of interdisciplinary in nature with focus on digital visual anthropology and variety of qualitative, ethnographic methodologies. She works with various practitioners and experts in environments where people are working with science/technology/engineering practices or their knowledge products. Her research is often set in schools but is not exclusive to those environments. Her research interest in visual ethnography has led to the establishment of a video research laboratories at Aalborg University and the University of Graz with a focus on the organized analysis of video recorded data and ethical research practices involving visual data. Kathrin is also a member of the Human Factor in Digital Transformation research network at the University of Graz.  Maria Andrée is an Associate Professor of Science Education at the Department of Mathematics and Science Education at Stockholm University, Sweden. Drawing primarily on socio-cultural theory, her research focuses on science education practices and the conditions for students’ participation and learning, particularly in relation to questions of science curriculum, scientific literacy and citizenship. She primarily works with ethnographic and design-based research studies in science education. She has also pursued a line of research concerning the involvement of external actors in science, technology and mathematics education. She is currently one of the scientific leader of Stockholm Teaching & Learning Studies – a platform for research in collaboration with teachers – designed to initiate, support and conduct small-scale classroom-based didactic research on teaching and learning. She has published in peer-reviewed journals including International Journal of Science Education, Research in Science Education, Cultural Studies of Science Education, and Journal of Curriculum Studies among others.Minjung Ryu is an assistant professor in Chemistry and Learning Sciences at University of Illinois at Chicago, USA. Her research focuses on STEM learning and participation of cultural and linguistic minority students. Employing ethnography and discourse analysis, she examines how racial, ethnic, and linguistic minority students engage in STEM discourses using multilingual and multimodal means and what are ways to design learning environments to improve these students’ learning experiences. Within this research interest, she has worked with resettled Burmese refugee teens in a community-based afterschool program in USA where the teens learn STEM knowledge to transform their communities and global societies. She also has collaborated with high school science teachers to develop instructional materials and practices to support English learners in linguistically superdiverse classrooms. Minjung has published in Journal of Research in Science Teaching, Science Education, and International Journal of Science Education.

• Chapter 1. Being responsive (Kathrin Otrel-Cass, Maria Andrée & Minjung Ryu).- Part I: Challenging existing norms and practices.- Chapter 2. The relevance of relevance for research ethics (Antje Gimmler).- Chapter 3. Reflections on research ethics in historically oriented science education research in Canada (John Allison & Michaela Vogt).- Chapter 4. Science education practices: Analyzing values and knowledge when conducting educational research (Gerd Johansen & Trine Anker).- Chapter 5. Ethical considerations in ethnographies of science education: Toward humanizing science education research (Minjung Ryu).- Chapter 6. Sex Education: Normativity and ethical considerations through three lenses (Auli Arvola Orlander & Iann Lundegård).- Chapter 7. Challenging existing norms and practices: Ethical thinking at the science education research boundaries (Jaume Ametller).- Part II: Epistemological considerations for ethical science education research.- Chapter 8. Ethical challenges of symmetry in participatory science education research: Proposing a heuristic for ethical reflection (Maria Andrée, Kerstin Dankwardt-Lillieström, & Jonna Wiblom).- Chapter 9. Living authenticity in science education research (Jennifer Adams & Christina Siry).- Chapter 10. Beyond dichotomies/binaries: 21st century post humanities ethics for science education using a Baradian perspective (Kathryn Scantlebury & Catherine Milne).- Chapter 11. Students’ ethical agency in video research (Jaakko Hilppö & Reed Stevens).- Chapter 12. The performativity of ethics in visual science education research: Using a material ethics approach (Kathrin Otrel-Cass).- Chapter 13. Methodological ethics considerations in science education research: Symmetric, authentic, material, adaptive, and multidisciplinary (Martin Riopel).- Index.

Kathrin Otrel-Cass, Ph.D., is Professor teaching and learning and digital transformations at the University of Graz, Austria. Her research interests are often of interdisciplinary in nature with focus on digital visual anthropology and variety of qualitative, ethnographic methodologies. She works with various practitioners and experts in environments where people are working with science/technology/engineering practices or their knowledge products. Her research is often set in schools but is not exclusive to those environments. Her research interest in visual ethnography has led to the establishment of a video research laboratories at Aalborg University and the University of Graz with a focus on the organized analysis of video recorded data and ethical research practices involving visual data. Kathrin is also a member of the Human Factor in Digital Transformation research network at the University of Graz.  Maria Andrée is an Associate Professor of Science Education at the Department of Mathematics and Science Education at Stockholm University, Sweden. Drawing primarily on socio-cultural theory, her research focuses on science education practices and the conditions for students’ participation and learning, particularly in relation to questions of science curriculum, scientific literacy and citizenship. She primarily works with ethnographic and design-based research studies in science education. She has also pursued a line of research concerning the involvement of external actors in science, technology and mathematics education. She is currently one of the scientific leader of Stockholm Teaching & Learning Studies – a platform for research in collaboration with teachers – designed to initiate, support and conduct small-scale classroom-based didactic research on teaching and learning. She has published in peer-reviewed journals including International Journal of Science Education, Research in Science Education, Cultural Studies of Science Education, and Journal of Curriculum Studies among others.Minjung Ryu is an assistant professor in Chemistry and Learning Sciences at University of Illinois at Chicago, USA. Her research focuses on STEM learning and participation of cultural and linguistic minority students. Employing ethnography and discourse analysis, she examines how racial, ethnic, and linguistic minority students engage in STEM discourses using multilingual and multimodal means and what are ways to design learning environments to improve these students’ learning experiences. Within this research interest, she has worked with resettled Burmese refugee teens in a community-based afterschool program in USA where the teens learn STEM knowledge to transform their communities and global societies. She also has collaborated with high school science teachers to develop instructional materials and practices to support English learners in linguistically superdiverse classrooms. Minjung has published in Journal of Research in Science Teaching, Science Education, and International Journal of Science Education.

• Chapter 1. Being responsive (Kathrin Otrel-Cass, Maria Andrée & Minjung Ryu).- Part I: Challenging existing norms and practices.- Chapter 2. The relevance of relevance for research ethics (Antje Gimmler).- Chapter 3. Reflections on research ethics in historically oriented science education research in Canada (John Allison & Michaela Vogt).- Chapter 4. Science education practices: Analyzing values and knowledge when conducting educational research (Gerd Johansen & Trine Anker).- Chapter 5. Ethical considerations in ethnographies of science education: Toward humanizing science education research (Minjung Ryu).- Chapter 6. Sex Education: Normativity and ethical considerations through three lenses (Auli Arvola Orlander & Iann Lundegård).- Chapter 7. Challenging existing norms and practices: Ethical thinking at the science education research boundaries (Jaume Ametller).- Part II: Epistemological considerations for ethical science education research.- Chapter 8. Ethical challenges of symmetry in participatory science education research: Proposing a heuristic for ethical reflection (Maria Andrée, Kerstin Dankwardt-Lillieström, & Jonna Wiblom).- Chapter 9. Living authenticity in science education research (Jennifer Adams & Christina Siry).- Chapter 10. Beyond dichotomies/binaries: 21st century post humanities ethics for science education using a Baradian perspective (Kathryn Scantlebury & Catherine Milne).- Chapter 11. Students’ ethical agency in video research (Jaakko Hilppö & Reed Stevens).- Chapter 12. The performativity of ethics in visual science education research: Using a material ethics approach (Kathrin Otrel-Cass).- Chapter 13. Methodological ethics considerations in science education research: Symmetric, authentic, material, adaptive, and multidisciplinary (Martin Riopel).- Index.