Mediating sexuality as lived biology in science teacher education

The SciSexTed model

Bibliographic Data

ID22417331
AuthorsEspen Hoff-Haugaløkken (0009-0000-0317-2332, Norwegian University of Science and Technology, corresponding author), Bodil Svendsen (0000-0002-2982-4041, Norwegian University of Science and Technology)
Year2026
Pages1-21
Publication date2026-07-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Science Education, Part B (JOURNAL)
Journal identifiersISSN: 2154-8455 • E-ISSN: 2154-8463
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2026.2694732
OpenAlexW7169659371
LanguageEN
References cited35

This article examines how the SciSexTed model mediates preservice science teachers’ engagement with sexuality education when scientific content becomes emotionally charged, ethically uncertain and normatively complex. The model is a campus-based instructional design that provides practice-near and closely supervised skills training in teaching puberty and sexuality. Upper primary pupils visit the university campus and participate in station-based teaching led by preservice teachers, enabling repeated teaching encounters, adjustment, reflection and re-teaching. Methodologically, the study is anchored in Design-Based Research, combined with the Constant Comparative Method. The empirical material consists of focus group interviews, podcast reflections and observation notes from three iterations conducted between 2022 and 2024. Through comparative analysis of controversial, emotional and sensitive incidents, the study examines how preservice teachers respond when sexuality education exceeds reproductive physiology and becomes entangled with pupils’ questions, emotions, identities and values. The analysis shows that reproductive biology initially functioned as a perceived safe ground, but that pupils’ questions unsettled this framing. The article argues that SciSexTed makes ethical tension, uncertainty and friction pedagogically available through repeated teaching, mediating artefacts and collective reflection. It contributes by conceptualising sexuality education in science as lived biology, where bodies, meaning, vulnerability and scientific knowledge are mediated together.

Grounded theory · Human sexuality · Lived experience · Science education · Sex education · Sexuality education · Gender Roles and Identity Studies · Gender Studies in Language · Posthumanist Ethics and Activism