Journal of Science Education and Technology (J Sci Educ Tech )

Publisher: Springer Verlag

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).

  • Impact factor
    0.94
  • 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
    • Authors own final version only can be archived
    • Publisher's version/PDF cannot be used
    • On author's website or institutional repository
    • On funders designated website/repository after 12 months at the funders request or as a result of legal obligation
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (The original publication is available at www.springerlink.com)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • Journal of Science Education and Technology 09/2014;
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    ABSTRACT: Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs.
    Journal of Science Education and Technology 09/2014;
  • Journal of Science Education and Technology 07/2014;
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    ABSTRACT: The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports the development of reflective practice for beginning secondary science teachers through the creation of online “communities of practice” (Barab et al. in Inf Soc, 237–256, 2003), which have been shown to have positive impacts on teacher collaboration, communication, and reflection. Specifically, TIN integrated the use of asynchronous, video annotation as an affordance to directly facilitate teachers’ reflection on their classroom practices (Tripp and Rich in Teach Teach Educ 28(5):728–739, 2013). This study examines the use of video annotation as a tool for developing reflective practices for beginning secondary science teachers. Teachers were enrolled in an online teacher induction course designed to promote reflective practice and inquiry-based instruction. A modified version of the Learning to Notice Framework (Sherin and van Es in J Teach Educ 60(1):20–37, 2009) was used to classify teachers’ annotations on video of their teaching. Findings from the study include the tendency of teachers to focus on themselves in their annotations, as well as a preponderance of annotations focused on lower-level reflective practices of description and explanation. Suggestions for utilizing video annotation tools are discussed, as well as design features, which could be improved to further the development of richer annotations and deeper reflective practices.
    Journal of Science Education and Technology 06/2014; 23(3).
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    ABSTRACT: The purpose of this study is to investigate and compare students’ collaborative inquiry learning behaviors and their behavior patterns in an augmented reality (AR) simulation system and a traditional 2D simulation system. Their inquiry and discussion processes were analyzed by content analysis and lag sequential analysis (LSA). Forty university students were divided into dyads and then randomly assigned into AR group and traditional 2D group to collaboratively conduct an inquiry task about elastic collision. The results of the content analysis and LSA indicated that both systems supported students’ collaborative inquiry learning. Particularly, students showed high frequencies on higher-level inquiry behaviors, such as interpreting experimental data or making conclusions, when using these two simulations. By comparing the behavioral patterns, similarities and differences between the two groups were revealed. The AR simulation engaged the students more thoroughly in the inquiry process. Moreover, students in both groups adopted the same approaches to design experiments. Due to the line of AR research is in its initial stage, suggestions for future studies were proposed.
    Journal of Science Education and Technology 05/2014;
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    ABSTRACT: The research presented in this paper consisted of an investigation of the effectiveness of a four-step constructivist-based teaching activity on student understanding of how pressure and temperature influence the dissolution of a gas in a liquid. Some 44 Grade 9 students (18 boys and 26 girls) selected purposively from two school classes in the city of Trabzon, Turkey participated in the study. Students’ understanding were evaluated from examination of two items from a purpose-designed solution concept test, face-to-face semi-structured interviews and examination of students’ self-assessment exercises. Statistical analysis using two-way ANOVA of student test scores point to statistically-significant differences in test and total scores (p<0.05) suggesting that the teaching activities employed help students achieve better conceptual understanding. Further, no statistically significant differences were seen between post-test and delayed test scores, suggesting that teaching the activities enable students to retain their new conceptions in their long-term memory. However, in a few instances the activities resulted in the development of new alternative conceptions, suggesting teachers need to be conscious of the positive and negative effects of any teaching intervention.
    Journal of Science Education and Technology 04/2014; 16(3):257-270.
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    ABSTRACT: Enactment of scientific inquiry in classroom has attracted a great attention of science educators around the world. In this study, we examined two competent teachers’ (one Grade 9 chemistry teacher and one Grade 4 science teacher) enactment of scientific inquiry in selected teaching units to reveal the characteristics of enacted inquiry at different grade levels by analyzing lesson sequence videos. The coding schemes for enacted inquiry consist of ontological properties and instructional practices. Pre-topic and post-topic teacher interviews and the two teachers’ responses to a questionnaire were adopted to identify the factors influencing teacher’s enactment. The results indicate that the two case teachers’ enactment involved a range of inquiry activities. The enacted inquiry at fourth-grade level covered all the inquiry elements, tending to engage students in the whole procedure of inquiry. The ninth-grade chemistry class placed emphasis on the elements “making plans” to solve problems in authentic context. Important factors influencing the enactment include teacher’s understanding about scientific inquiry, textbooks, assessment, students and resource. Implications for inquiry enactment and instruction improvement have been provided.
    Journal of Science Education and Technology 04/2014; 23(2).
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    ABSTRACT: The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The investigation focused on the roles of the engineering design process, peer interaction, and social media to influence youth interest and motivation. Research questions were based on principles of connected learning (e.g., self-expression, lower barriers to expertise, socio-technical supports) with data analyzed within a framework suggested by discursive psychology. Analyzing videotaped excerpts of interactions in the studio, field notes, interview responses, and artifacts created during the program resulted in the following findings: problem solving, new media, and peer interaction as designed features of Studio STEM elicited evidence of stimulating interest in STEM for deeper learning. Further research could investigate individual interest-driven niches that are formed inside the larger educational setting, identifying areas of informal learning practice that could be adopted in formal settings. Moreover, aspects of youth's STEM literacy that could promote environmental sustainability through ideation, invention, and creativity should be pursued.
    Journal of Science Education and Technology 02/2014; 23(5).
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    ABSTRACT: Educators design and create various technology tools to scaffold students’ learning. As more and more technology designs are incorporated into learning, growing attention has been paid to the study of technology-based learning tool. This paper discusses the emerging issues, such as how can learning effectiveness be understood in relation to different technology features? And how can pieces of qualitative and quantitative results be integrated to achieve a broader understanding of technology designs? To address these issues, this paper proposes a meta-analysis method. Detailed explanations about the structure of the methodology and its scientific mechanism are provided for discussions and suggestions. This paper ends with an in-depth discussion on the concerns and questions that educational researchers might raise, such as how this methodology takes care of learning contexts.
    Journal of Science Education and Technology 02/2014;
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    ABSTRACT: Given limited funding for school-based science education, non-school-based programs have been developed at colleges and universities to increase the number of students entering science- and health-related careers and address critical workforce needs. However, few evaluations of such programs have been conducted. We report the design and methods of a controlled trial to evaluate the Stanford Medical Youth Science Program’s Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program. This 5-year matched cohort study uses an annual survey to assess educational and career outcomes among four cohorts of students who participate in the SRP and a matched comparison group of applicants who were not chosen to participate in the SRP. Matching on sociodemographic and academic background allows control for potential confounding. This design enables the testing of whether the SRP has an independent effect on educational- and career-related outcomes above and beyond the effects of other factors such as gender, ethnicity, socioeconomic background, and pre-intervention academic preparation. The results will help determine which curriculum components contribute most to successful outcomes and which students benefit most. After 4 years of follow-up, the results demonstrate high response rates from SRP participants and the comparison group with completion rates near 90 %, similar response rates by gender and ethnicity, and little attrition with each additional year of follow-up. This design and methods can potentially be replicated to evaluate and improve other biomedical pipeline programs, which are increasingly important for equipping more students for science- and health-related careers.
    Journal of Science Education and Technology 02/2014;
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    ABSTRACT: When introducing and implementing a new technology for science teachers within a school district, we must consider not only the end users but also the roles and influence district personnel have on the eventual appropriation of that technology. School districts are, by their nature, complex systems with multiple individuals at different levels in the organization who are involved in supporting and providing instruction. Varying levels of support for new technologies between district coordinators and teachers can sometimes lead to counterintuitive outcomes. In this article, we examine the role of the district science coordinator in five school districts that participated in the implementation of an online resource discovery and sharing tool for Earth science teachers. Using a qualitative approach, we conducted and coded interviews with district coordinators and teachers to examine the varied responsibilities associated with the district coordinator and to infer the relationships that were developed and perceived by teachers. We then examine and discuss two cases that illustrate how those relationships could have influenced how the tool was adopted and used to differing degrees in the two districts. Specifically, the district that had high support for online resource use from its coordinator appeared to have the lowest level of tool use, and the district with much less visible support from its coordinator had the highest level of tool use. We explain this difference in terms of how the coordinator’s promotion of teacher autonomy took distinctly different forms at those two districts.
    Journal of Science Education and Technology 01/2014; in press.
  • Journal of Science Education and Technology 01/2014;
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    ABSTRACT: Well-designed digital games can deliver powerful experiences that are difficult to provide through traditional instruction, while traditional instruction can deliver formal explanations that are not a natural fit for gameplay. Combined, they can accomplish more than either can alone. An experiment tested this claim using the topic of statistics, where people’s everyday experiences often conflict with normative statistical theories and a videogame might provide an alternate set of experiences for students to draw upon. The research used a game called Stats Invaders!, a variant of the classic videogame Space Invaders. In Stats Invaders!, the locations of descending alien invaders follow probability distributions, and players need to infer the shape of the distributions to play well. The experiment tested whether the game developed participants’ intuitions about the structure of random events and thereby prepared them for future learning from a subsequent written passage on probability distributions. Community-college students who played the game and then read the passage learned more than participants who only read the passage.
    Journal of Science Education and Technology 11/2013;

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