Science Education

Cover image for Vol. 101 Issue 3

Edited by Sherry Southerland and John Settlage

Impact Factor: 1.8

ISI Journal Citation Reports © Ranking: 2015: 28/231 (Education & Educational Research)

Online ISSN: 1098-237X

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This Virtual Issue presents empirical research that blurs the boundary between learning sciences and informal science education research in an effort to advance key issues of importance to education about the nature of learning and engagement in out-of-school settings. This issue has a special focus on studies providing insights into the design and facilitation of learning in out-of-school time.

The six articles, introduction, and commentary examine the opportunities, challenges, and barriers that exist when bridging the learning sciences and informal science learning fields. The issue’s articles explore three themes to advance educational research: (a) applying learning science theory to the design of informal science education spaces, (b) designing for equitable engagement to support out-of-school learning, and (c) facilitating social science learning of families.

We are pleased to announce that the new Co-Editors of Science Education are Sherry A. Southerland, Florida State University, Tallahassee, Florida, USA and John Settlage, University of Connecticut, Mansfield, Connecticut, USA.

Please see the editorial in the May 2016 issue of Science Education, entitled "Announcing the new Editors-in-Chief for Science Education".

Focus on … Scientific Practices

Introduction to the Focus on … Scientific Practices
Sibel Erduran
Volume 99, Issue 6

The Focus feature in this issue is “scientific practices.” The four essays draw on a range of perspectives to interrogate what is meant by scientific practices and how scientific practices can be incorporated in science education. The discussion is timely given the emerging curriculum emphasis on scientific practices, for instance in the Next Generation Science Standards in the United States. However, it should be noted, as the authors also illustrate, that the notion of scientific practices has been addressed from a range of research traditions such as Science Studies for several decades. Science education research and curriculum policy communities could benefit from characterizations of scientific practices offered by the Science Studies literature. The essays should help orient readers to some key references in the Science Studies tradition and, in doing so, illustrate some cutting-edge thinking on scientific practices today with implications for science education. READ MORE

Scientific Practice and Science Education
Cyrus C. M. Mody

Describing “Science Practice” in Learning Settings
David Stroupe

Educational Implications of Choosing “Practice” to Describe Science in the Next Generation Science Standards
Michael J. Ford

Can We Teach People What Science Is Really Like?
Harry Collins