Studies in Science Education (Stud Sci Educ )

Description

As an international review of research, Studies in Science Education is intended for all who are interested in the educational dimensions of science. It complements other journals by drawing together, in analytical surveys, recent contributions which may be published in widely scattered sources. Since the first issue in 1974, its editorial policy has been to encourage work which reflects a wide variety of viewpoints, including those of administration, anthropology, curriculum, history, linguistics, philosophy, politics, psychology and sociology. As a result, it has now clearly established itself as the major international research review journal in this field, valued by both students and established scholars alike.

  • Impact factor
    1.31
  • 5-year impact
    0.00
  • Cited half-life
    0.00
  • Immediacy index
    0.00
  • Eigenfactor
    0.00
  • Article influence
    0.00
  • Website
    Studies in Science Education website
  • Other titles
    Studies in science education (Online)
  • ISSN
    0305-7267
  • OCLC
    48808429
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Over the past 10 years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised and studied in science education. In doing so, I synthesise the findings of 29 empirical studies on teacher identity within the field of science education in an attempt to respond to the following questions: (a) In what ways have researchers used the construct of teacher identity to examine science teacher learning and development? (b) What approaches to supporting science teacher identity development have been documented in the literature? Following that, I identify gaps and limitations in the existing literature and I offer recommendations for future research in the area of science teacher identity and identity development: (a) studying teacher identity as a process; (b) connecting science teacher identity research and reform recommendations; (c) conducting large-scale, longitudinal and life-history studies; and (d) examining teacher identity enactment in school classrooms.
    Studies in Science Education 07/2014;
  • Studies in Science Education 09/2013; 49(2):121-169.
  • [Show abstract] [Hide abstract]
    ABSTRACT: ‘Relevance’ is one of the key terms related to reforms in the teaching and learning of science. It is often used by policy-makers, curriculum developers, science education researchers and science teachers. In recent years, many policy documents based on international surveys have claimed that science education is often seen (especially at the secondary school level) as being irrelevant for and by the learners. The literature suggests that making science learning relevant both to the learner personally and to the society in which he or she lives should be one of the key goals of science education. However, what ‘relevant’ means is usually inadequately conceptualised. This review of the literature clearly reveals that the term relevance is used with widely variant meanings. From our analysis of the literature, we will suggest an advanced organisational scheme for the term ‘relevance’ and provide helpful suggestions for its use in the field of the science curriculum.
    Studies in Science Education 07/2013; 34(1):1-34.
  • [Show abstract] [Hide abstract]
    ABSTRACT: With the growing emphasis on the development of scientific inquiry skills, the display and interpretation of data are becoming increasingly important. Graph interpretation competence is, in fact, essential to understanding today’s world and to be scientifically literate. However, graph interpretation is a complex and challenging activity. Graph interpretation competence is affected by many factors, including aspects of graph characteristics, the content of the graph and viewers’ prior knowledge. For instance, the prior theory and expectations that students have may lead to biases and misinterpretation of graphs. One basic controversy that remains unanswered, for example, is what should we teach first in order to make students scientific literate, how to graph or how to interpret a graph? If it is the case that the ability to interpret a graph be developed prior to the ability to create, then it is important to understand what graph interpretation entails. This paper reviews current literature on graph interpretation competence and argues that it should be explicitly taught given its importance and its complexity.
    Studies in Science Education 09/2011; 47(2):183-210.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Our paper is an analytical review of the design, development and reporting of learning progressions and teaching sequences. Research questions are: (1) what criteria are being used to propose a ‘hypothetical learning progression/trajectory’ and (2) what measurements/evidence are being used to empirically define and refine a ‘hypothetical learning progression/trajectory’? Publications from five topic areas are examined: teaching sequences, teaching experiments, didaktiks, learning trajectories in mathematics education and learning progressions in science education. The reviewed publications are drawn from journal special issues, conference reports and monographs. The review is coordinated around four frameworks of Learning Progressions (LP): conceptual domain, disciplinary practices, assessment/measurement and theoretical/guiding conceptions. Our findings and analyses show there is a distinction between the preferred learning pathways that focus on ‘Evolutionary LP’ models and the less preferred but potentially good LP starting place curriculum coherence focused ‘Validation LP’ models. We report on the respective features and characteristics for each.
    Studies in Science Education 09/2011; 47(2):123-182.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper provides an introduction to the concept of pedagogical link‐making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link‐making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning‐making interactions of classroom teaching and learning. First of all we draw upon socio‐cultural perspectives to outline why we think that ‘link‐making’ is fundamental to science learning and consequently to science teaching and then we identify three main forms of pedagogical link‐making. The related research literature is then used to specify pedagogical link‐making approaches associated with each of the three main forms. Finally, the resultant framework of link‐making forms and approaches is applied in analysing a teaching sequence taken from a UK secondary school science classroom. Part of this analysis involves identifying specific pedagogical tools/strategies that might be employed in the classroom to support link‐making.
    Studies in Science Education 03/2011; 47(1):3-36.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Over the last two decades, science educators and science education researchers have grown increasingly interested in utilising insights from the sociology of scientific knowledge (SSK) to inform their work and research. To date, researchers in science education have focused on two applications: results of sociological studies of science have been used to define new areas of content, generally referred to as Nature of Science (NOS). This has included research into students’ understanding of the NOS, teachers’ understanding of the NOS, and inclusion (or exclusion) of NOS themes in curricula. A second vein of inquiry has been investigations that consider the classroom as a microcosm of scientific discourse and inquiry. Such research has included investigations of student‐to‐student and student‐to‐teacher interactions. In this paper, we present a third application for educational research – the investigation of teacher knowledge and practice as sociological phenomena. In addition to supporting scholarly research, we believe it can be a useful tool for illuminating the complexities of teaching that needs to be taken into account by policy makers and practitioners. In this paper, we provide a thematic review of concepts from the sociology of scientific knowledge, and their application to a case of teacher work.
    Studies in Science Education 09/2010; 46(2):153-178.
  • Studies in Science Education 06/2010; 18(1):105-126.
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the last 15 years (1994–2009), there has been considerable increased research interest in: (1) characterising the distinctive nature and constitutive elements of science literacy and (2) investigating classroom practices or necessary conditions that enable students to acquire this disciplinary capacity. This raises the question of the extent to which this research agenda and emerging findings have been reflected in science teaching journals that seek to influence classroom practice. In this paper, we review the content of science teaching journals in Australia, the UK and the USA, 1998–2008, to identify the degree of alignment between these two literatures. We found a research‐practice gap, with the science teaching journals more often citing research from literacy education than from science education. We conclude by considering the implications of these findings as well as possible strategies to develop a more generative relationship between research on the acquisition of science literacy and teacher journal prescriptions in this area.
    Studies in Science Education 03/2010; 46(1):45-68.
  • Studies in Science Education 03/2008; 40(1):139-177.
  • Studies in Science Education 03/2008; 36(1):105-133.
  • Studies in Science Education 03/2008; 40(1):105-138.
  • Studies in Science Education 03/2008; 39(1):75-101.
  • Studies in Science Education 03/2008; 17(1):29-56.
  • Studies in Science Education 03/2008; 19(1):119-135.
  • Studies in Science Education 03/2008; 14 (1987)(83-108):83-108.
  • Studies in Science Education 03/2008; 29(1):45-92.

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