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: 1.21

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2014 Impact Factor 1.214
2013 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

Additional details

5-year impact 1.25
Cited half-life 6.30
Immediacy index 0.05
Eigenfactor 0.00
Article influence 0.44
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
    • 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: Previous research on multiple external representations (MER) indicates that sequencing representations (compared with presenting them as a whole) can, in some cases, increase conceptual understanding if there is interference between internal and external representations. We tested this mechanism by sequencing different combinations of scientific and abstract chemical representations and presenting them to 133 learners with low prior knowledge of the represented domain. The results provide insight into three separate mechanisms of learning with MER. (1) A memory (number of ideas reproduced) and (2) an accuracy (correctness of these ideas) effects occur when two representations are presented in a sequence. An accuracy and a (3) redundancy (number of redundant ideas remembered) effects occur when three representations are presented in a sequence. A necessary precondition for these effects is that descriptive formats are placed before depictive formats. The identified effects are analyzed in terms of the concept of cognitive dissonance.
    Journal of Science Education and Technology 10/2015; 24(5). DOI:10.1007/s10956-015-9557-5
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    ABSTRACT: The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes in scientific inquiry self-efficacy. A secondary aim of the study was to examine whether performance on the science assessment was equitable for students with different levels of computer game self-efficacy, including whether gender differences were observed. We examined 407 middle school students’ scientific inquiry self-efficacy and computer game self-efficacy before and after completing a computer game-like assessment about a science mystery. Results from path analyses indicated that prior scientific inquiry self-efficacy predicted achievement on end-of-module questions, which in turn predicted change in scientific inquiry self-efficacy. By contrast, computer game self-efficacy was neither predictive of nor predicted by performance on the science assessment. While boys had higher computer game self-efficacy compared to girls, multi-group analyses suggested only minor gender differences in how efficacy beliefs related to performance. Implications for assessments with virtual environments and future design and research are discussed.
    Journal of Science Education and Technology 10/2015; 24(5). DOI:10.1007/s10956-015-9558-4
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    ABSTRACT: Despite attempts to generate interest in science and technology careers, US students continue to show reduced interest in science, technology, engineering and mathematics (STEM) majors at the collegiate level. If girls are not engaged in STEM learning by the middle school level, studies show that they are even less likely to choose a science- or engineering-related major. This article presents results from a workshop for 7th and 8th grade girls designed to promote knowledge building in the area of sustainability and alternative energy use in transportation and to stimulate greater interest in STEM subjects. The workshop based on research conducted at University X focused on basic concepts of electric vehicles and electric vehicles’ batteries. Tests were conducted to evaluate the students’ knowledge and perceptions of electric vehicles and to determine the impact of the workshop. Early exposure to meaningful engineering experiences for these young girls may boost interest and the eventual pursuit of engineering and technology education paths.
    Journal of Science Education and Technology 10/2015; 24(5). DOI:10.1007/s10956-015-9555-7
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    ABSTRACT: In this work, a specific implementation of a so-called experimental or open-ended laboratory is proposed and evaluated. Keeping in mind the scheduling limitations imposed by the context, first-year engineering physics laboratory practices have been revised in order to facilitate acquisition of the skills that are required in the experimental work. These skills concern different conceptual and procedural abilities related to designing experiments, taking measurements, analyzing the results and reporting properly the whole process. The employed approach is described, and the achieved results are evaluated by a series of tests at the beginning and end of the academic year. Additionally, the students’ laboratory reports are used to quantify the evolution of acquiring these scientific skills. The evaluation of the results obtained from the aforementioned tests and laboratory reports gives enlightening information about students’ apprehension of the experimental method itself, as well as the difficulties they find in each of the different, complex tasks that they must carry out during this process.
    Journal of Science Education and Technology 10/2015; 24(5). DOI:10.1007/s10956-015-9551-y
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    ABSTRACT: Situating science concepts in concrete and authentic contexts, using information and communications technologies, including multimodal modeling tools, is important for promoting the development of higher-order thinking skills in learners. However, teachers often struggle to integrate emergent multimodal models into a technology-rich informal learning environment. Our design-based research co-designs and develops engaging, immersive, and interactive informal learning activities called “Embodied Modeling-Mediated Activities” (EMMA) to support not only Singaporean learners’ deep learning of astronomy but also the capacity of teachers. As part of the research on EMMA, this case study describes two prospective teachers’ co-design processes involving multimodal models for teaching and learning the concept of the seasons in a technology-rich informal learning setting. Our study uncovers four prominent themes emerging from our data concerning the contextualized nature of learning and teaching involving multimodal models in informal learning contexts: (1) promoting communication and emerging questions, (2) offering affordances through limitations, (3) explaining one concept involving multiple concepts, and (4) integrating teaching and learning experiences. This study has an implication for the development of a pedagogical framework for teaching and learning in technology-enhanced learning environments—that is empowering teachers to become active sense-makers using multimodal models.
    Journal of Science Education and Technology 10/2015; 24(5). DOI:10.1007/s10956-015-9550-z
  • Journal of Science Education and Technology 09/2015; DOI:10.1007/s10956-015-9580-6
  • Journal of Science Education and Technology 09/2015; DOI:10.1007/s10956-015-9579-z
  • Journal of Science Education and Technology 08/2015; DOI:10.1007/s10956-015-9576-2
  • Journal of Science Education and Technology 08/2015; DOI:10.1007/s10956-015-9577-1
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the USA, women have consistently been proportionally underrepresented in science and technology (S&T). In these disciplines, as students move from high schools to colleges to graduate programs, qualified women drop out at higher rates than do men, resulting in a striking loss of talented students. Attitude toward a discipline is one of the major factors in students’ choice of majors. As a result, attitudes toward S&T are issues with longstanding attention and interest in education research. Retention of female students in S&T majors remains a major concern. The purpose of the study was to investigate attitudes toward S&T including attitudes toward female participation in S&T, among S&T majors, and examine differences by gender and class standing. Such an investigation would provide deeper insights to help devise strategies to retain women in S&T majors.
    Journal of Science Education and Technology 08/2015; 24(4):509-516. DOI:10.1007/s10956-014-9541-5
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    ABSTRACT: ‘‘Culture,’’ a set of principles that trace and familiarize human beings within their existential realities, may provide an invisible lens through which reality could be discerned. Critically explored in this study is how culture- and language-sensitive curriculum materials in physics improve Pangasinan learners’ attitude toward science. Their cultural preference or profile defined their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning processes. The culture- and language-influenced curriculum materials in physics were heavily influenced by Pangasinan learners’ cultural preference or profile. Results of the experimental participants’ pretest and posttest on science attitude measure, when compared, showed significant statistical difference. Assessment of science attitude enhancement favored the experimental group over the control group. Qualitative data gathered from post-implementation interviews, focus group discussions, and journal log entries indicated the same trend in favor of the experimental participants. The study yielded that culture and language integration in the teaching and learning processes of physics concepts allowed students to develop positive attitude to science, their culture, and native language.
    Journal of Science Education and Technology 07/2015; DOI:10.1007/s10956-015-9575-3
  • Journal of Science Education and Technology 07/2015; DOI:10.1007/s10956-015-9574-4
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    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: This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.
    Journal of Science Education and Technology 05/2015; DOI:10.1007/s10956-015-9570-8
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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
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    ABSTRACT: An online curriculum about biological evolution was designed to promote increased student content knowledge and evidentiary reasoning. A feasibility study was conducted with 77 rural high school biology students who learned with the online biological evolution unit. Data sources included the Biological Evolution Assessment Measure (BEAM), an analysis of discussion forum posts, and a post-implementation perceptions and attitudes questionnaire. BEAM posttest scores were significantly higher than the pretest scores. However, the findings revealed that the students required additional support to develop evidentiary reasoning. Many students perceived that the Web-based curriculum would have been enhanced by increased immediate interaction and feedback. Students required greater scaffolding to support complex, process-oriented tasks. Implications for designing Web-based science instruction with curriculum materials to support students’ acquisition of content knowledge and science process skills in a Web-based setting are discussed.
    Journal of Science Education and Technology 04/2015; DOI:10.1007/s10956-015-9565-5