Shaping the Future of Science Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: 20 May 2024 | Viewed by 1100

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Guest Editor
Institute of Science Education, University of Bremen, 28359 Bremen, Germany
Interests: physics education;, pedagogical content knowledge; instructional videos
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Special Issue Information

Dear Colleagues,

Many of us are dedicated to enhancing science education. There is no doubt that our students require high-quality science education, especially when addressing pressing issues such as the climate crisis and many others. As the significance of science and evidence continues to grow, there is a simultaneous trend of questioning the relevance of science and the role of evidence. Science education plays a pivotal role here as well: where else should the public learn about the essence of science and how to discern trustworthy evidence from unreliable sources?

We are pleased to announce a Special Issue that endeavors to tackle significant questions such as: what does the future hold for science education, and how can we mold the path of science instruction? This Special Issue, entitled "Shaping the Future of Science Education," welcomes original research articles and reviews. We invite contributions that approach the future of this discipline from a theoretical perspective, delving into areas such as the impact of digitalization on education, addressing core challenges like the climate crisis, and presenting innovative approaches to teaching and learning science. While the primary emphasis is on empirical studies, we also extend our invitation to studies that have developed and tested novel educational materials, thereby offering valuable insights to the field.

We eagerly anticipate receiving your submissions. Should you be uncertain about the fit of your study for this Special Issue, please do not hesitate to reach out.

Prof. Dr. Christoph Kulgemeyer
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • science education
  • teaching material
  • empirical studies

Published Papers (1 paper)

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Research

17 pages, 1216 KiB  
Article
Equipping Teachers for Integrated Language, Science and Technology Instruction: The Design of a 4C/ID-Based Professional Development Program
by Miriam J. Rhodes, Hanno Van Keulen, Martine A. R. Gijsel and Adrie J. Visscher
Educ. Sci. 2024, 14(4), 411; https://doi.org/10.3390/educsci14040411 - 15 Apr 2024
Viewed by 752
Abstract
Integrated language, science and technology (ILS&T) instruction is a complex task for primary school teachers that requires professional development. Task-centered educational approaches such as the four-component instructional design (4C/ID) model are well suited for the development of complex professional skills. This article describes [...] Read more.
Integrated language, science and technology (ILS&T) instruction is a complex task for primary school teachers that requires professional development. Task-centered educational approaches such as the four-component instructional design (4C/ID) model are well suited for the development of complex professional skills. This article describes the application of the Ten Steps approach to the 4C/ID model in the domain of teacher education. The findings describe a blueprint for a 4C/ID-based teacher professional development program aimed at equipping in-service primary school teachers with the competences for ILS&T instruction, which can support instructional designers, teacher educators and researchers in making informed instructional design decisions. Full article
(This article belongs to the Special Issue Shaping the Future of Science Education)
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