Journal of Research in Science Teaching

Cover image for Vol. 51 Issue 10

Edited By: Angela Calabrese Barton and Joseph Krajcik

Impact Factor: 3.02

ISI Journal Citation Reports © Ranking: 2013: 6/219 (Education & Educational Research)

Online ISSN: 1098-2736

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Call for Papers

Explorations of the Structure-Agency Dialectic as a Tool for Framing Equity in Science Education
Call for Papers
Guest Editors: Maria Varelas, John Settlage, & Felicia Moore Mensah
JRST Editor: Angela Calabrese Barton

Over the last 15 years, science education researchers have been progressively concerned with questions that seek to understand relationships between (a) learning of, engagement in, and access to science and (b) being and becoming in sociocultural worlds of classrooms, schools, free-choice learning environments, work settings, and everyday life. This research adopts various psychological, sociological, and/or anthropological perspectives and is inevitably concerned with two critical constructs, structure and agency, which are also deeply implicated in exploring issues of equity and social justice. READ MORE...

Timeline and Submission Guidelines
Manuscripts are due by September 1, 2014. Submissions will be reviewed in September and October and authors will be notified of the editorial decision by the end of October 2014. Authors of accepted manuscripts that require revisions will need to submit their final manuscripts by December 31, 2014. Anticipated publication date of the special issue is Spring 2015.

Manuscripts should be no more than 10 single-spaced pages conforming to all other submission guidelines for the Journal of Research in Science Teaching. Manuscripts should be submitted electronically to ScholarOne Manuscripts. Select “Special Issue” option in Step 1 of the submission process, and identify the special theme title as “Science Education and the Structure-Agency Dialectic” in Step 4. Inquiries concerning the suitability of possible contributions to this special issue should be sent via e-mail directly to: Maria Varelas (

Second Special Issue on Discipline-Centered Postsecondary Science Education Research

Discipline-Centered Postsecondary Science Education Research

Journal of Research and Science Teaching is pleased to announce its second Special Issue on Discipline-Centered Postsecondary Science Education Research.

Discipline-centered post-secondary science education research: Distinctive targets, challenges and opportunities
Brian P. Coppola, Joseph S. Krajcik

This is the second JRST Special Issue on Discipline-Centered Post-Secondary Science Education Research. The response to our focus on the distinctive role of the discipline in shaping science education research at the post-secondary level (Coppola & Krajick, 2013) has been overwhelmingly positive. In this issue, our selection of papers raises questions on how meaningful learning outcomes at the college and university levels are influenced by the rich background and prior knowledge of post-secondary students, on how gaining understanding of relevant subject matter intersects with the ability to use it productively, and on how to bridge the transition from working in school settings to the real world needs of the bacalaureate class as they become professionals and practicioners. READ MORE...

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Top Downloaded Articles in 2014

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Part 1: Cognitive development in children: Piaget development and learning
Jean Piaget
Volume 2, Issue 3, September 1964

Rethinking science education: Beyond piagetian constructivism toward a sociocultural model of teaching and learning
Michael O'loughlin
Volume 29, Issue 8, October 1992

Students' and teachers' conceptions of the nature of science: A review of the research
Norman G. Lederman
Volume 29, Issue 4, April 1992

Meaningful assessment of learners' understandings about scientific inquiry - The views about scientific inquiry (VASI) questionnaire
Judith S. Lederman, Norman G. Lederman, Stephen A. Bartos, Selina L. Bartels, Allison Antink Meyer, Renee S. Schwartz
Volume 51, Issue 1, January 2014

Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry
Maria Araceli Ruiz-Primo and Erin Marie Furtak
Volume 44, Issue 1, January 2007

Virtual Issue

Attending to Affect in Science Education
David Fortus

A bit more than 10 years after Alsop and Watts pointed out that “Despite the widespread belief that emotions are a central part of learning and teaching, contemporary work in science education exploring affect is scant” (2003, p. 1043), the level of attention given by science education researcher to affect has changed little. In the 11 years spanning 2001–2011, less than 10% of the articles published in the Journal of Research in Science Teaching (JRST), Science Education (SciEd), and the International Journal of Science Education (IJSE) have dealt with emotional perspectives on teaching and learning science, such as interest, motivation, attitudes, and selfefficacy, sometimes called affect (Alsop & Watts, 2003). Read more.