Science Education

Cover image for Vol. 99 Issue 3

Edited by John L. Rudolph

Impact Factor: 2.921

ISI Journal Citation Reports © Ranking: 2013: 8/219 (Education & Educational Research)

Online ISSN: 1098-237X

Featured

  • “Do Books Like These Have Authors?” New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction

    “Do Books Like These Have Authors?” New Roles for Text and New Demands on Students in Integrated Science‐Literacy Instruction

    Four still photographs from head-mounted cameras. (A) A student in Birgit's class produces a figure of a physical model they made in class. (B) One of the student groups in Birgit's class prepares their model of a ball sorting system. (C) A student in Betsy's class looks at her figure of the stomach and the esophagus. (D) A student in Cecilia's class draws a hummingbird on the back of an assignment sheet.

  • Science-Relevant Curiosity Expression and Interest in Science: An Exploratory Study

    Science‐Relevant Curiosity Expression and Interest in Science: An Exploratory Study

    Photojournal entry by Eddie.

  • Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice

    Learning Through STEM‐Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice

    Girls tinkering with circuits and sensors.

  • Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

    Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

    The overlapping circles representation of sustainability.

  • Analyzing Science Education in the United Kingdom: Taking a System-Wide Approach

    Analyzing Science Education in the United Kingdom: Taking a System‐Wide Approach

    Reciprocal interactions among U.K. science education sectors: greatest interactivity in the middle.

  • “Do Books Like These Have Authors?” New Roles for Text and New Demands on Students in Integrated Science‐Literacy Instruction
  • Science‐Relevant Curiosity Expression and Interest in Science: An Exploratory Study
  • Learning Through STEM‐Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice
  • Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters
  • Analyzing Science Education in the United Kingdom: Taking a System‐Wide Approach

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Featured Articles in the 'Learning' Section

Check out this content in the Learning section of Science EducationFREE for a limited time!

The Effects of Autonomy-Supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip
Melanie Basten, Inga Meyer-Ahrens, Stefan Fries, and Matthias Wilde

Field trips can provide unique opportunities for authentic, meaningful, and self-determined learning. Capitalizing on these opportunities requires that field trips be structured. A common way to do this is through the use of educational materials such as worksheets. The extent to which the guide's or teacher's autonomy-supportive or controlling motivating style influences learning structured by worksheets has not yet been investigated.READ MORE...

Using the Concept of Zone of Proximal Development to Explore the Challenges of and Opportunities in Designing Discourse Activities Based on Practical Work
Idar Mestad and Stein Dankert Kolstø

This article reports a study in which two researchers collaborated with five teachers to facilitate discourse activities aimed to enhance students’ learning from practical activities. The paper explores how certain teacher practices support or hinder students’ learning. Four cases from the study were analyzed in depth using Vygotsky's concept “the zone of proximal development” and Wallace's notion of language authenticity.READ MORE...

Top Downloaded Articles

What Students Say Versus What They Do Regarding Scientific Inquiry
Irene Y. Salter, Leslie J. Atkins
Volume 98, Issue 1

Toward a Theory of Experience
Wolff-Michael Roth and Alfredo Jornet
Volume 98, Issue 1

A "Sense of Place" in Public Participation in Scientific Research
Benjamin K. Haywood
Volume 98, Issue 1

Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments
Per Morten Kind
Volume 97, Issue 5

Bourdieu's notion of cultural capital and its implications for the science curriculum
Stephanie Claussen and Jonathan Osborne
Volume 97, Issue 1

Focus on...Learning Progressions

Learning Progressions and Progress: An Introduction to Our Focus on Learning Progressions
Michael J. Ford
Volume 99, Issue 3

The learning progressions agenda in science education was conceived with progressive aims. In this Focus section, four pieces bear witness to the progress that learning progressions have realized, some of which is a straight return on investment, some of which is unexpected, and some of which is conceivable only in light of the work that has been done. Learning progressions have constituted analyses of how sophisticated scientific ideas can be decomposed into simpler ones. They have constituted educational expertise and empirical data on how students can shift in their understanding from simple to more sophisticated. READ MORE

A Tale of Two Progressions: On the Benefits of Careful Comparisons
Ravit Golan Duncan and Amelia Wenk Gotwals

On the Importance of Epistemology–Disciplinary Core Concept Interactions in LPs
Carol L. Smith and Marianne Wiser

Implications of Complexity for Research on Learning Progressions
David Hammer and Tiffany-Rose Sikorski

Learning Progressions: The Whole World is NOT a Stage
Rich Lehrer and Leona Schauble

Top Cited Articles

Proposing a core set of instructional practices and tools for teachers of science
Mark Windschitl, Jessica Thompson, Melissa Braaten, and David Stroupe
Volume 96, Issue 5

Seeding evolutionary thinking by engaging children in modeling its foundations
Richard Lehrer, Leona Schauble
Volume 96, Issue 4

Stability and volatility of STEM career interest in high school: A gender study
Philip M. Sadler, Gerhard Sonnert, Zahra Hazari and Robert Tai
Volume 96, Issue 3

Gender segregation of adolescent science career plans in 50 countries
Joanna Sikora and Artur Pokropek
Volume 96, Issue 2

Dialogic framing of scientific content for conceptual and epistemic understanding
Michael J. Ford and Brian M. Wargo
Volume 96, Issue 3

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