Science Education

Cover image for Vol. 100 Issue 4

Edited by Sherry Southerland and John Settlage

Impact Factor: 1.8

ISI Journal Citation Reports © Ranking: 2015: 28/230 (Education & Educational Research)

Online ISSN: 1098-237X

Featured

  • Describing “Science Practice” in Learning Settings

    Describing “Science Practice” in Learning Settings

    Overlapping components of “science practice.”

  • Answering the Questions of Whether and When Learning Occurs: Using Discrete-Time Survival Analysis to Investigate the Ways in Which College Chemistry Students’ Ideas About Structure–Property Relationships Evolve

    Answering the Questions of Whether and When Learning Occurs: Using Discrete‐Time Survival Analysis to Investigate the Ways in Which College Chemistry Students’ Ideas About Structure–Property Relationships Evolve

    (a) Competency curve for the IILSI item “element(s) present” for Cohort 1 students and (b) example of how competency curve for the IILSI item “element(s) present” for Cohort 1 students is constructed. Note that Pre GC1 is prior to instruction during the first semester of general chemistry, End GC1 is at the end of the first semester of general chemistry, End GC2 is at the end of the second-semester of general chemistry, End OC1 is at the end of the first semester of organic chemistry, and End OC2 is at the end of the second semester of organic chemistry.

  • Comparing Short- and Long-Term Learning Effects Between Stereoscopic and Two-Dimensional Film at a Planetarium

    Comparing Short‐ and Long‐Term Learning Effects Between Stereoscopic and Two‐Dimensional Film at a Planetarium

    Change in knowledge scores over time.

  • The Principle–Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks

    The Principle–Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks

    Comparison of average percent of talk lines in each discourse across groups for each activity.

  • Epistemological Trade-Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices

    Epistemological Trade‐Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices

    3D component of the model constructed by Pam and Felicia's group.

  • Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement

    Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement

    Depiction of four profiles of school trust (n = 692).

  • Describing “Science Practice” in Learning Settings
  • Answering the Questions of Whether and When Learning Occurs: Using Discrete‐Time Survival Analysis to Investigate the Ways in Which College Chemistry Students’ Ideas About Structure–Property Relationships Evolve
  • Comparing Short‐ and Long‐Term Learning Effects Between Stereoscopic and Two‐Dimensional Film at a Planetarium
  • The Principle–Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks
  • Epistemological Trade‐Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices
  • Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement

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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 next editors of Science Education will be 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

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