Journal of Science Education and Technology Impact Factor & Information

Publisher: Springer Verlag

Journal description

Journal of Science Education and Technology provides a wide variety of papers aimed at improving and enhancing science education at all levels in the United States. The journal's original peer-reviewed articles foster the communication of new ideas and research to correct the problems that hinder scientific instruction. The broad scope of this ambitious quarterly encompasses science education from kindergarten to the college level across a wide range of disciplines. Areas of coverage include: disciplinary (learning processes related to the acquisition and assessment of biology chemistry physics computer science and engineering); technological (the latest computer video audio and print technology that plays a role in scientific advancement understanding and information delivery); organizational (legislation implementation administration and teacher enhancement issues); and practical (development demonstration and evaluation of effective educational methods).

Current impact factor: 0.87

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2013 / 2014 Impact Factor 0.869
2012 Impact Factor 0.94
2011 Impact Factor 0.865
2010 Impact Factor 0.804

Impact factor over time

Impact factor
Year

Additional details

5-year impact 0.00
Cited half-life 6.00
Immediacy index 0.16
Eigenfactor 0.00
Article influence 0.00
Website Journal of Science Education and Technology website
Other titles Journal of science education and technology (Online)
ISSN 1059-0145
OCLC 44168170
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's pre-print on pre-print servers such as arXiv.org
    • Author's post-print on author's personal website immediately
    • Author's post-print on any open access repository after 12 months after publication
    • Publisher's version/PDF cannot be used
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (see policy)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: In today’s technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers’ experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.
    Journal of Science Education and Technology 06/2015; DOI:10.1007/s10956-015-9571-7
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    ABSTRACT: Middle school students struggle to explain thermodynamics concepts. In this study, to help students succeed, we use a natural language processing program to analyse their essays explaining aspects of thermodynamics and provide guidance based on the automated score. The 346 sixth grade students were assigned to either the critique condition where they criticized an explanation or the revisit condition where they reviewed visualizations. Within each condition, the student was assigned one of two types of tailored guidance based on the sophistication of their original essay. Both forms of guidance led to significant improvement in student understanding on the posttest. Guidance was more effective for students with low prior knowledge than for those with high prior knowledge (consistent with regression towards the mean). However, analysis of student responses to the guidance illustrates the value of aligning guidance with prior knowledge. All students were required to revise their essay as an embedded assessment. While effective, teachers involved in this study reported that revising is resisted by students and does not align with typical, vocabulary-focused classroom writing activities.
    Journal of Science Education and Technology 05/2015; DOI:10.1007/s10956-015-9569-1
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    ABSTRACT: Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of “day, night, and seasons” for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student’s preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.
    Journal of Science Education and Technology 05/2015; DOI:10.1007/s10956-015-9567-3
  • [Show abstract] [Hide abstract]
    ABSTRACT: Modeling is an important approach in the teaching and learning of science. In this study, we attempt to bring modeling within the reach of young children by creating the SimSketch modeling system, which is based on freehand drawings that can be turned into simulations. This system was used by 247 children (ages ranging from 7 to 15) to create a drawing-based model of the solar system. The results show that children in the target age group are capable of creating a drawing-based model of the solar system and can use it to show the situations in which eclipses occur. Structural equation modeling predicting post-test knowledge scores based on learners’ pre-test knowledge scores, the quality of their drawings and motivational aspects yielded some evidence that such drawing contributes to learning. Consequences for using modeling with young children are considered.
    Journal of Science Education and Technology 04/2015; 24(2-3). DOI:10.1007/s10956-014-9540-6
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    ABSTRACT: The present study explores how engaging in modeling practice, along with argumentation, leverages students’ epistemic and conceptual understanding in an afterschool science/math class of 16 tenth graders. The study also explores how students used mobile Internet phones (smart phones) productively to support modeling practices. As the modeling practices became more challenging, student discussion occurred more often, from what to model to providing explanations for the phenomenon. Students came to argue about evidence that supported their model and how the model could explain target and related phenomena. This finding adds to the literature that modeling practice can help students improve conceptual understanding of subject knowledge as well as epistemic understanding.
    Journal of Science Education and Technology 04/2015; 24(2-3). DOI:10.1007/s10956-014-9545-1
  • [Show abstract] [Hide abstract]
    ABSTRACT: Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student’s sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a faceto- face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.
    Journal of Science Education and Technology 03/2015; DOI:10.1007/s10956-015-9556-6
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    ABSTRACT: Current science education reforms and policy documents highlight the importance of environmental awareness and perceived need for activism. As “environmental problems are socially constructed in terms of their conceptualized effects on individuals, groups, other living things and systems research based on constructivist principles provides not only a coherent framework in which to theorize about learning, but also a context for understanding socially constructed issues” (Palmer and Suggate in Res Pap Educ 19(2), 2004, p. 208). This research study investigated the impacts of the learning processes structured based on the theories of constructionism and social constructivism on students’ environmental awareness and perceived need for activism. Students constructed multimedia artifacts expressing their knowledge, attitudes, awareness, and activism about environmental issues through a constructionist design process. In addition, a social networking site was designed and used to promote social interaction among students. Twenty-two high school environmental science students participated in this study. A convergent mixed methods design was implemented to allow for the triangulation of methods by directly comparing and contrasting quantitative results with qualitative findings for corroboration and validation purposes. Using a mixed method approach, quantitative findings are supported with qualitative data (student video projects, writing prompts, blog entries, video projects of the students, observational field notes, and reflective journals) including spontaneous responses in both synchronous and asynchronous conversations on the social network to provide a better understanding of the change in students’ environmental awareness and perceived need for activism. The findings of the study indicated that students’ environmental awareness and perceived need for activism were improved at different scales (personal, community, global) throughout the constructionist and social constructivist learning processes.
    Journal of Science Education and Technology 02/2015; DOI:10.1007/s10956-014-9525-5
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    ABSTRACT: This study aimed to determine students’ knowledge levels related to specific astronomy concepts and the effect of a planetarium environment on teaching. The study sample included seventh-grade (12–13 years old) students. For this purpose, 240 students of various socioeconomic and cultural levels from six schools (two in the city center, two in the districts and two in the villages) were enrolled in the study. The pretest–posttest control group quasi-experimental design was used in the study. The experimental and control groups were generated by random assignment. The “Solar System and Beyond” unit was selected. In the experimental group, the unit was taught with the use of a planetarium environment, whereas the same unit was taught to the control group students in a classroom environment. A test consisting of 14 multiple-choice questions was used as the pretest and posttest at the beginning and end of the unit. The data obtained were evaluated using the SPSS 20.0 software package program. The study results showed that teaching astronomical concepts in a planetarium environment was more effective than in a classroom environment. The study also revealed that students in the planetarium-assisted group were more successful in comprehending subjects that require 3D thinking, a reference system, changing the time and observation of periodic motion than those in control group.
    Journal of Science Education and Technology 02/2015; 24(1). DOI:10.1007/s10956-014-9516-6
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    ABSTRACT: Developing solutions for complex issues such as global climate change requires an understanding of the mechanisms involved. This study reports on the impact of a technology-enhanced unit designed to improve understanding of global climate change, its mechanisms, and their relationship to everyday energy use. Global Climate Change, implemented in the Web-based Inquiry Science Environment (WISE), engages sixth-grade students in conducting virtual investigations using NetLogo models to foster an understanding of core mechanisms including the greenhouse effect. Students then test how the greenhouse effect is enhanced by everyday energy use. This study draws on three data sources: (1) pre- and post-unit interviews, (2) analysis of embedded assessments following virtual investigations, and (3) contrasting cases of two students (normative vs. non-normative understanding of the greenhouse effect). Results show the value of using virtual investigations for teaching the mechanisms associated with global climate change. Interviews document that students hold a wide range of ideas about the mechanisms driving global climate change. Investigations with models help students use evidence-based reasoning to distinguish their ideas. Results show that understanding the greenhouse effect offers a foundation for building connections between everyday energy use and increases in global temperature. An impediment to establishing coherent understanding was the persistence of an alternative conception about ozone as an explanation for climate change. These findings illustrate the need for regular revision of curriculum based on classroom trials. We discuss key design features of models and instructional revisions that can transform the teaching and learning of global climate change.
    Journal of Science Education and Technology 01/2015; 24(2-3). DOI:10.1007/s10956-014-9538-0
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    ABSTRACT: In this two-part study, we examine undergraduate university students’ expression of two important system thinking characteristics—dynamic thinking and cyclic thinking—focusing particularly on students of geology. The study was conducted using an Earth systems questionnaire designed to elicit and reflect either dynamic or cyclic thinking. The study’s first part was quantitative. Its population consisted of a research group (223 students majoring in geology or physical geography) and a control group (312 students with no background in geology). The students were asked to rate their agreement with each statement on a Likert scale. Overall, the students in the research group expressed higher levels of dynamic thinking than those in the control group. The geology students showed relatively strong dynamic thinking toward the geosphere and hydrosphere, but not the biosphere. In cyclic thinking, their levels were significantly higher for all Earth systems, suggesting a connection between learning about different cycles in Earth systems, developing cyclic thinking and applying it to other Earth cycles. The second part was qualitative and administered only to the students who majored in geology. They were asked to freely explain their answers to the questionnaire’s statements. Our aim was to identify recurring patterns in how these students express their dynamic and cyclic thinking. Their explanations were given to four experts in the field of Earth science, who then presented, in a semi-structured interview, the recurring characteristics of dynamic thinking that they found in the students’ explanations.
    Journal of Science Education and Technology 01/2015; DOI:10.1007/s10956-015-9562-8