Research in Science and Technological Education Journal Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

Research in Science & Technological Education publishes original research from throughout the world dealing with science education and/or technological education. It publishes articles on psychological, sociological, economic and organisational aspects of science and technological education, as well as evaluation studies of curriculum development in these fields. Its main aim is to allow specialists working in these areas the opportunity of publishing their findings for the benefit of institutions, teachers and students. It is hoped that the journal will encourage high quality research that will lead to more effective practices, behaviours and curricula in science and technology within educational establishments.

Current impact factor: 0.28

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Research in Science & Technological Education website
Other titles Research in science & technological education (Online), Research in science and technological education
ISSN 0263-5143
OCLC 45090679
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • Research in Science and Technological Education 11/2015; DOI:10.1080/02635143.2015.1092954

  • Research in Science and Technological Education 11/2015; DOI:10.1080/02635143.2015.1077327

  • Research in Science and Technological Education 10/2015; DOI:10.1080/02635143.2015.1060410
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    ABSTRACT: Background : Studies have shown that students’ knowledge of osmosis and diffusion and the concepts associated with these processes is often inaccurate. This is important to address, as these concepts not only provide the foundation for more advanced topics in biology and chemistry, but are also threaded throughout both state and national science standards. Purpose : In this study, designed to determine the completeness and accuracy of three specific students’ knowledge of molecule movement, concentration gradients, and equilibrium, I sought to address the following question: Using multiple evaluative methods, how can students’ knowledge of molecule movement, concentration gradients, and equilibrium be characterized? Sample : This study focuses on data gathered from three students – Emma, Henry, and Riley – all of whom were gifted/honors ninth-grade biology students at a suburban high school in the southeast United States. Design and Methods : Using various qualitative data analysis techniques, I analyzed multiple sources of data from the three students, including multiple-choice test results, written free-response answers, think-aloud interview responses, and student drawings. Results : Results of the analysis showed that students maintained misconceptions about molecule movement, concentration gradients, and equilibrium. The conceptual knowledge students demonstrated differed depending on the assessment method, with the most distinct differences appearing on the multiple-choice versus the free-response questions, and in verbal versus written formats. Conclusions : Multiple levels of assessment may be required to obtain an accurate picture of content knowledge, as free-response and illustrative tasks made it difficult for students to conceal any misconceptions. Using a variety of assessment methods within a section of the curriculum can arguably help to provide a deeper understanding of student knowledge and learning, as well as illuminate misconceptions that may have remained unknown if only one assessment method was used. Furthermore, beyond simply evaluating past learning, multiple assessment methods may aid in student comprehension of key concepts.
    Research in Science and Technological Education 09/2015; 33(3). DOI:10.1080/02635143.2015.1026319

  • Research in Science and Technological Education 08/2015; DOI:10.1080/02635143.2015.1042854

  • Research in Science and Technological Education 07/2015; DOI:10.1080/02635143.2015.1066324
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    ABSTRACT: Background and purpose : The purpose of this study was to investigate and identify the nature and the interrelatedness of pre-service teachers’ misconceptions and scientific concepts for explaining dissolving before, during, and after a 5E learning cycle lesson on dissolving, the intervention. Sample, design, and methods : Guided by Vygotsky’s theory of concept development, the study focused specifically on the spontaneous, and spontaneous pseudo-concepts held by the 61 elementary pre-service teachers during a 15-week science methods course. Data included concept maps, interview transcripts, written artifacts, drawings, and narratives, and were thematically analyzed to classify concepts and interrelatedness. Results : Results of the study showed that spontaneous pseudo-concepts (1) dominated pre-service teachers’ understandings about dissolving throughout the study, and (2) were simply associated with scientific concepts during and after the intervention. Conclusion : Collectively, the results indicated that the pre-service teachers’ did not acquire a unified system of knowledge about dissolving that could be characterized as abstract, generalizable, and hierarchical. Implications include the need for (1) familiarity with pre-service teachers’ prior knowledge about science content; (2) a variety of formative assessments to assess their misconceptions; (3) emphasizing the importance of dialectical method for concept development during instruction; and (4) skillful content instructors.
    Research in Science and Technological Education 06/2015; 33(3):1-21. DOI:10.1080/02635143.2015.1027188
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    ABSTRACT: Background: Students’ daily-life experiences may render favorable effects on the students’ affective domain like interest, enthusiasm, motivation, joy, curiosity, awareness, and eagerness to learn science as not commonly found in the classroom environment. However, no rigorous research has been reported on those aspects in Mainland China despite many recent studies done in various Western countries.
    Research in Science and Technological Education 04/2015; 33(2):1-19. DOI:10.1080/02635143.2015.1028350
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    ABSTRACT: Background:Misconceptions are major obstacles to learning physics, and the concepts of heat and temperature are some of the common misconceptions that are encountered in daily life. Therefore, it is important to develop valid and reliable tools to determine students’ misconceptions about basic thermodynamics concepts. Three-tier tests are effective assessment tools to determine misconceptions in physics. Although a limited number of three-tier tests about heat and temperature are discussed in the literature, no reports discuss three-tier tests that simultaneously consider heat, temperature and internal energy.Purpose:The aim of this study is to develop a valid and reliable three-tier test to determine students’ misconceptions about heat, temperature and internal energy.Sample:The sample consists of 462 11th-grade Anatolian high school students. Of the participants, 46.8% were female and 53.2% were male.Design and methods:This research takes the form of a survey study. Initially, a multiple-choice test was developed. To each multiple-choice question was added one open-ended question asking the students to explain their answers. This test was then administered to 259 high school students and the data were analyzed both quantitatively and qualitatively. The students’ answers for each open-ended question were analyzed and used to create the choices for the second-tier questions of the test. Depending on those results, a three-tier Heat, Temperature and Internal Energy Diagnostic Test (HTIEDT) was developed by adding a second-tier and certainty response index to each item. This three-tier test was administered to the sample of 462 high school students.Results:The Cronbach alpha reliability for the test was estimated for correct and misconception scores as .75 and .68, respectively. The results of the study suggested that HTIEDT could be used as a valid and reliable test in determining misconceptions about heat, temperature and internal energy concepts.
    Research in Science and Technological Education 04/2015; 33(2). DOI:10.1080/02635143.2015.1018154
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    ABSTRACT: Background:The nature of technology has been rarely discussed despite the fact that technology plays an essential role in modern society. It is important to discuss students’ concepts of the nature of technology, and further to advance their technological literacy and adaptation to modern society. There is a need to assess high school students’ concepts of the nature of technology.Purpose:This study aims to engage in discourse on students’ concepts of the nature of technology based on a proposed theoretical framework. Moreover, another goal is to develop an instrument for measuring students’ concepts of the nature of technology.Sample:Four hundred and fifty-five high school students’ perceptions of technology were qualitatively analyzed. Furthermore, 530 students’ responses to a newly developed questionnaire were quantitatively analyzed in the final test.Design and method:First, content analysis was utilized to discuss and categorize students’ statements regarding technology and its related issues. The Student Concepts of the Nature of Technology Questionnaire was developed based on the proposed theoretical framework and was supported by the students’ qualitative data. Finally, exploratory factor analysis and reliability analysis were applied to determine the structure of the items and the internal consistency of each scale.Results:Through a process of instrument development, the Student Concepts of the Nature of Technology Questionnaire was shown to be a valid and reliable tool for measuring students’ concepts of the nature of technology. This newly developed questionnaire is composed of 29 items in six scales, namely ‘technology as artifacts,’ ‘technology as an innovation change,’ ‘the current role of technology in society,’ ‘technology as a double-edged sword,’ ‘technology as a science-based form,’ and ‘history of technology.’Conclusions:The Student Concepts of the Nature of Technology Questionnaire has been confirmed as a reasonably valid and reliable instrument. This study provides a useful questionnaire for educational researchers and practitioners for measuring students’ concepts of the nature of technology.
    Research in Science and Technological Education 01/2015; 33(2):1-20. DOI:10.1080/02635143.2014.996542
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    ABSTRACT: Background:Nanotechnology education has become an urgent priority to nurture skilled human resources for the rapidly developing nanotechnology-related industries. The promotion of popular science education focusing on nanotechnology is an ideal approach to bridge the gaps in formal curricula, and to stimulate curiosity about and interest in nanotechnology among schoolchildren.Purpose:The objective of this study was to evaluate the effectiveness of the Nanotechnology-based Popular Science Education Promotion and Teaching (NPSEPT) program through camp activity that was implemented in elementary schools in I-Lan City, Taiwan.Program description:To create a competitive advantage, a human resources development program was implemented as one of the nanotechnology incubation projects in Taiwan and focused on developing an appropriately-skilled professional workforce as well as promoting popular science education.Sample:The volunteer research participants were 323 sixth grade students in four elementary schools in I-Lan City, Taiwan, who were evaluated at the beginning and the end of the nanotechnology-based popular science promotion camp activity.Design and methods:A research tool called the ‘NPSEPT test’ was designed specifically for this study and was approved by experts who evaluated its content and face validity. The questionnaire was divided into three aspects: ‘Nanophenomena in the natural world’; ‘Nanomaterials and their scaling effects’; and ‘Definition, characteristics, and applications of nanotechnology.’ The effectiveness of learning among the students was analyzed using descriptive statistics, a paired sample t-test, analysis of variance (ANOVA) and a post hoc comparison.Results:The results of the three-part ‘NPSEPT test’ revealed that NPSEPT significantly advanced nanotechnology learning performance and outcomes among students in the four participating elementary schools. Of the 15 questions included in the NPSEPT test, positive change for more than 30% of students was achieved for eight questions related to nanotechnology concepts.Conclusions:Significant effectiveness of the NPSEPT program and nanotechnology learning outcomes of the elementary school students were observed. The NPSEPT program should therefore be considered an appropriate program to promote popular science with a focus on nanotechnology in elementary schools.
    Research in Science and Technological Education 01/2015; 33(1):1-16. DOI:10.1080/02635143.2014.971733
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    ABSTRACT: Background:Today, for most of us, technology is a vital and inevitable part of our lives. Due to its widespread use, a great emphasis is being given to educating generations about technology. And, every individual has his/her own style of organizing and collecting information.Purpose:The purpose of the present study is to identify the relationship between pre-service science teachers’ cognitive styles and their cognitive structures about technology.Sample:The study was conducted with the participation of first and third grade pre-service science teachers majoring in Science Education in the Faculty of Education at Abant İzzet Baysal University in the spring semester of 2012–2013.Design and methods:The study was designed as a case study and a qualitative research method was used. Students were administered two instruments: Group Embedded Figures Test (GEFT) and a Word Association Test (WAT).Results:Results clearly suggested that the first grade participants with a field-dependent cognitive style were better at associating concepts when compared to those with a field-independent cognitive style. And, participants with a field-dependent style, could form more connections between the technology-related concepts. A comparison of the findings on the field-dependent participants by their grade demonstrated that the first and third grade participants with a field-dependent cognitive style got similar scores in terms of the total number of words generated for each key concept.Conclusions:Considering that education is for individuals, it is impossible to ignore individual differences during the process. The most interesting finding of the present study is that field-dependent individuals have a higher cognitive structure, unlike that which has been asserted so far in the literature.
    Research in Science and Technological Education 01/2015; 33(1):1-23. DOI:10.1080/02635143.2014.981802
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    ABSTRACT: Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively. Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used. Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used. Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics. Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.
    Research in Science and Technological Education 01/2015; 33(2). DOI:10.1080/02635143.2015.1039976
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    ABSTRACT: Background:Despite the large body of literature regarding student misconceptions, there has been relatively little cross-cultural research to directly compare the prevalence of common scientific misconceptions amongst students from different cultural backgrounds. Whilst previous research does suggest the international nature of many misconceptions, there is little evidence as to whether the prevalence of such common misconceptions varies from culture to culture.Purpose:To undertake a preliminary examination of the prevalence and reasons for some previously studied scientific misconceptions amongst English and Chinese undergraduate students so as to ascertain whether there is any evidence of cultural difference. Such a finding could help to identify teaching approaches in either country that are more effective in reducing the prevalence of common student misconceptions.Sample:The study involved a convenience sample of 40 undergraduate students – 20 English and 20 Chinese drawn equally from two universities in the North of England – whose formal science education ended at ages 16 and 15 respectively.Design and methods:The study employed semi-structured interview schedule containing eight questions.Results:Whilst similar misconceptions existed amongst both English and Chinese undergraduates, their prevalence was significantly higher amongst the English students (Overall mean score for scientifically correct answers amongst Chinese students was 27.7% higher, p .01, r = .64). Often when English and Chinese undergraduates had similar misconceptions, they tended to explain these by drawing upon very similar erroneous analogies and these appear to be only nominally culturally independent in that they are based on globally shared everyday experiences.Conclusion:Differences in the prevalence of misconceptions amongst English and Chinese undergraduates appear to arise from differences in the way in which specific areas of physics are taught in both countries. It might be possible to reduce the prevalence of misconceptions in both countries if a better understanding could be developed of how, and why, undergraduates use certain erroneous analogies, and why some teaching approaches seem more effective in reducing the prevalence of misconceptions than others.
    Research in Science and Technological Education 01/2015; 33(1):111-130. DOI:10.1080/02635143.2014.987744
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    ABSTRACT: Background: It is widely agreed that more needs to be done to improve participation in science, technology, engineering and mathematics (STEM). Despite considerable investment in interventions, it has been difficult to discern their effectiveness and/or impact on participation. Purpose: This paper discusses findings from a six-week pilot STEM careers intervention that was designed and overseen by a teacher from one London girls’ school. We reflect on the challenges for those attempting such interventions and the problems associated with evaluating them. Sample: Data were collected from Year 9 students (girls aged 13–14 years) at the school. Design and methods: Pre- and post-intervention surveys of 68 students, classroom observations of intervention activities, three post-intervention discussion groups (five or six girls per group) and a post-intervention interview with the lead teacher were conducted. Results: Although the intervention did not significantly change students’ aspirations or views of science, it did appear to have a positive effect on broadening students’ understanding of the range of jobs that science can lead to or be useful for. Conclusions: Student aspirations may be extremely resistant to change and intervention, but students’ understanding of ‘where science can lead’ may be more amenable to intervention. Implications are discussed, including the need to promote the message that science is useful for careers in and beyond science, at degree and technical levels.
    Research in Science and Technological Education 11/2014; 32(1). DOI:10.1080/02635143.2013.865601