Aims and scope
Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership . RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education . This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research:
- Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and
- Advances our knowledge in science education research rather than reproducing what we already know.
- Theoretically or conceptually grounded;
- Relevant to science education theory and practice;
- Highlight limitations of the study; and
- Identify possible future research opportunities.
- No longer than 8000 words max, including references.
- Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability;
- Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education;
- Internationalised in the sense that your work has relevance beyond your context to a broader audience; and
- Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE.
While we encourage authors to submit papers to a maximum length of 8000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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Handbook of Research on Science Education
DOI link for Handbook of Research on Science Education
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Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education.
Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy.
As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature.
Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
TABLE OF CONTENTS
Section section i | 86 pages, theory and methods of science education research, chapter 1 | 25 pages, paradigms in science education research, chapter 2 | 32 pages, quantitative research designs and approaches, chapter 3 | 27 pages, qualitative research as culture and practice, section section ii | 131 pages, science learning, chapter 4 | 32 pages, theories of learning, chapter 5 | 37 pages, student conceptions, conceptual change, and learning progressions, chapter 6 | 35 pages, student attitudes, identity, and aspirations toward science, chapter 7 | 25 pages, learning environments, section section iii | 192 pages, diversity and equity in science learning, chapter 8 | 42 pages, unpacking and critically synthesizing the literature on race and ethnicity in science education, chapter 9 | 28 pages, gender matters, chapter 10 | 34 pages, multilingual learners in science education, chapter 11 | 34 pages, special needs and talents in science learning, chapter 12 | 30 pages, science education in urban and rural contexts, chapter 13 | 22 pages, culturally responsive science education for indigenous and ethnic minority students, section section iv | 372 pages, science teaching, chapter 14 | 34 pages, discourse practices in science learning, chapter 15 | 52 pages, synergies between learning technologies and learning sciences, chapter 16 | 29 pages, science education during the early childhood years, chapter 17 | 31 pages, elementary science teaching, chapter 18 | 27 pages, interdisciplinary approaches and integrated stem in science teaching, chapter 19 | 33 pages, teaching biology, chapter 20 | 38 pages, teaching physics, chapter 21 | 35 pages, chemistry education research, chapter 22 | 25 pages, earth science education, chapter 23 | 32 pages, environmental education, chapter 24 | 34 pages, scientific inquiry literacy, section section v | 315 pages, curriculum and assessment in science, chapter 25 | 32 pages, science, scientific literacy, and science education, chapter 26 | 33 pages, the use of content standards for curriculum reform in the united states, chapter 27 | 49 pages, research on teaching, learning, and assessment of nature of science, chapter 28 | 31 pages, exploring and expanding the frontiers of socioscientific issues, chapter 29 | 30 pages, project evaluation, chapter 30 | 33 pages, precollege engineering education, chapter 31 | 18 pages, review of research about science education program evaluation, chapter 32 | 34 pages, an ai-based teacher dashboard to support students' inquiry, chapter 33 | 53 pages, large-scale assessment in science education, section section vi | 122 pages, science teacher education, chapter 34 | 22 pages, science teacher attitudes and beliefs, chapter 35 | 39 pages, research on science teacher knowledge and its development, chapter 36 | 35 pages, learning to teach science, chapter 37 | 24 pages, research on teacher professional development programs in science.
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Disciplinary and Interdisciplinary Science Education Research
Call for Papers: Special Issue on Science Education Policy, Standards, and Teaching Materials
The Journal of Disciplinary and Interdisciplinary Science Education Research (DISER) announces a special issue and invites scholars to submit a wide range of manuscripts on how science education policies, standards and teaching materials may promote these critical skills and competencies, as well as students’ deep learning in science.
Special Issue on Project-based learning
Disciplinary and Interdisciplinary Science Education Research (DISER) announces a special issue on designing, developing and teaching project-based learning (PBL) to promote disciplinary and interdisciplinary science education. Globally, PBL has gained prominence as a potential instructional perspective to support learners in developing deeper and more usable knowledge as well as promote learners social and emotional learning.
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Unpacking the nuances: an exploratory multilevel analysis on the operationalization of integrated STEM education and student attitudinal change
Authors: Benny Mart R. Hiwatig, Gillian H. Roehrig and Mark D. Rouleau
Video watching and hands-on experiments to learn science: what can each uniquely contribute?
Authors: Faxian Shao, Li Tang and Huan Zhang
Alternative grading practices in undergraduate STEM education: a scoping review
Authors: Emily L. Hackerson, Tara Slominski, Nekeisha Johnson, John B. Buncher, Safana Ismael, Lauren Singelmann, Alexey Leontyev, Alexander G. Knopps, Ariana McDarby, Jonathan J. Nguyen, Danielle L. J. Condry, James M. Nyachwaya, Kathryn T. Wissman, William Falkner, Krystal Grieger, Lisa Montplaisir…
Characterization of physics and astronomy assistant professors’ reflections on their teaching: can they promote engagement in instructional change?
Authors: Haleigh Machost, Emily A. Kable, Jherian K. Mitchell-Jones, Brandon J. Yik and Marilyne Stains
Effects of professional development program on primary science teachers’ ICT use in China: mediation effects of science teachers’ knowledge, beliefs and instructional practice
Authors: Beibei Lv, Danhua Zhou, Zhenshan Rong, Xuewai Tian and Jingying Wang
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The key characteristics of project-based learning: how teachers implement projects in K-12 science education
Authors: Anette Markula and Maija Aksela
Physics education research for 21 st century learning
Authors: Lei Bao and Kathleen Koenig
Promoting deep learning through project-based learning: a design problem
Authors: Emily C. Miller and Joseph S. Krajcik
Understanding interactions in face-to-face and remote undergraduate science laboratories: a literature review
Authors: Jianye Wei, David F. Treagust, Mauro Mocerino, Anthony D. Lucey, Marjan G. Zadnik and Euan D. Lindsay
New directions in socioscientific issues research
Authors: Dana L. Zeidler, Benjamin C. Herman and Troy D. Sadler
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When goals do not concur: conflicting perceptions of school science The n ewest BMC " On Society " blog post by David Fortus and Limor Daphna
Diser has been accepted by scopus.
The journal Discplinary and Interdisciplinary Science Education Research (DISER) has been indexed by SCOPUS.
Special Issue: Learning/Unlearning during the Covid-19 Pandemic
DISER invites scholars to submit a wide range of manuscripts on Learning/Unlearning during the Covid-19 Pandemic: Futuristic Science Education . We welcome empirical, theoretical, and policy studies that focus on all learners to engage in science. This vision lays the foundation for youth to become well-informed and productive citizens, as well as pursue higher learning and science-related careers. Read more here.
Aims and scope
Disciplinary and Interdisciplinary Science Education Research (DISER) promotes scholarship and best practices in education within and across science disciplines. DISER publishes original empirical, conceptual and policy studies reflecting the latest development in science education from disciplinary and interdisciplinary perspectives. DISER bridges the divide and facilitates dialogue between formal and informal, disciplinary and interdisciplinary, K-12 and post-secondary, as well as English-speaking and non-English speaking country science education. Disciplinary science education researchers and practitioners seeking interdisciplinary insights will find this journal to be particularly beneficial.
DISER’s scope is broad in both methodology and content. It is interested in research at all levels, including early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education. It publishes research in biology education, chemistry education, geology education, physics education, science education, and engineering education. Research can take various methodological approaches, including qualitative research designs (e.g., ethnography, narratives, case studies, historical/philosophical approaches, etc.), quantitative research designs (e.g., experimental and quasi-experimental designs, survey research, correlation study, measurement study, statistical research, etc.), and mixed methods. DISER also publishes position papers, critical reviews of literature, critique and comments and book reviews.
Special Issue on Current Challenges and Future Directions for Science Education Research
Disc iplina ry and Interdisciplinary Science Education Research (DISER) promotes scholarship and best practices in education within and across science disciplines. DISER publishes original empirical, conceptual and policy studies reflecting the latest development in science education from disciplinary and interdisciplinary perspectives.
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Disciplinary and Interdisciplinary Science Education Research is affiliated with the Faculty of Education, Beijing Normal University .
- ISSN: 2662-2300 (electronic)
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