Journal of Research in Science Teaching

Cover image for Vol. 51 Issue 6

Edited By: Angela Calabrese Barton and Joseph Krajcik

Impact Factor: 2.552

ISI Journal Citation Reports © Ranking: 2012: 9/219 (Education & Educational Research)

Online ISSN: 1098-2736

Recently Published Issues

See all

Call for Papers


Earlier this year, in the August 2013 edition of JRST, we featured a special issue devoted to discipline-centered postsecondary science education research. We invite research papers that focus on studies in which deep, disciplinary understanding of science provides the foundation for the work, and where student learning outcomes are featured. Manuscripts might focus on instructional design, student leadership, learning technologies, experiential activities, interdisciplinary projects, and so on. But in every case, we are interested in evidence-based research that speaks directly to the details of disciplinary understanding that derives, for example, from studying task performances and artifacts, or from analyses of interviews and other direct sources of data, as opposed to using test-taking or grading performance as surrogates for student learning.

We are pleased to announce an extended deadline for the second special issue on this topic:

Manuscript Submission Deadline: January 10, 2014
Reviews Returned: February 28, 2014
First Revisions Due: April 15, 2014
Second Revisions Due: May 15, 2014
Expected Publication: August 2014

Submission Guidelines:
Submissions of manuscripts should follow the publication guidelines for the Journal of Research in Science Teaching and be submitted electronically to ScholarOne Manuscripts. At Step 5 of the submission process, select “Yes” for “Is this submission for a special issue?” and select “Discipline Based” for the title on the next line. Manuscripts selected after a competitive, peer-reviewed process, will be published with reaction from experts in the field. Inquiries concerning the suitability of possible contributions to this special issue should be sent by e-mail directly to either:

Brian P. Coppola, Guest Co-Editor
Department of Chemistry
University of Michigan
930 North University Avenue
Ann Arbor, MI 48109-1055

Joseph S. Krajcik, JRST Co-Editor
College of Education
Michigan State University
115 Erickson Hall
East Lansing, MI 48824

Now Available

Discipline-Centered Postsecondary Science Education Research

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

This Special Issue makes a substantial contribution to advancing the field, where there is a clear need for the disciplinary science research communities to have a common location for making their work public.

Available for free for a limited time!

Virtual Issue

Attending to Affect in Science Education

David Fortus

Abit more than 10 years after Alsop andWatts 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.

Top Downloaded Articles Published in 2013

Limited Time FREE Access to These Top Downloaded Articles:

Learning in context: Technology integration in a teacher preparation program informed by situated learning theory
Randy L. Bell, Jennifer L. Maeng, Ian C. Binns

Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
Jonathan Osborne, Shirley SImon, Andri Christodoulou, Christina Howell-Richardson, Katherine Richardson

Assessing students' understanding of inquiry: What do prospective science teachers notice?
Vicente Talanquer, Debra Tomanek, Ingrid Novodvorsky

Towards a learning progression of energy
Knut Neumann, Tobias Viering, William J. Boone, Hans E. Fischer

Exploring young students' collaborative argumentation within a socioscientific issue
Maria Evagorou, Jonathan Osborne