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Education & Language - Science Education | Journal of Science Teacher Education - incl. option to publish open access (Societies)

Journal of Science Teacher Education

Journal of Science Teacher Education

The official journal of the Association for Science Teacher Education

Editor-in-Chief: N. Lederman; J.S. Lederman

ISSN: 1046-560X (print version)
ISSN: 1573-1847 (electronic version)

Journal no. 10972

Call for paper: Special Issue on Educative Curriculum Materials

The Journal of Science Teacher Education announces a special issue on design, development and testing of Educative Curriculum materials. The construct of educative materials has a rich history stemming back to Ball and Cohen’s seminal paper (Ball & Cohen, 1996). Educative curriculum materials support science teachers’ developing pedagogical, content and pedagogical content knowledge in instances of instructional decision making, but more importantly educative curriculum materials help teachers to develop more generalizable knowledge that they can apply flexibly in new situations (Davis & Krajcik, 2005). Understanding how to design and develop educative curriculum materials for teachers is critical to facilitating teacher leaning of unfamiliar and challenging instructional practices. Research-based educative curriculum materials can also inform the design of preservice teacher education programs. Yet, while we have learned some important ideas in the last 20 years about how to design and use educative curriculum materials to support teacher learning, as a community we need to learn more. This is particularly true given how the diversity of learners has changed in the last 20 years. The focus on students making use-of-knowledge to make sense phenomena or design solutions to problems presents new challenges to teachers. The potential of educative materials to support teachers learning and reflection of new instructional and inclusive practices is inspiring. These include supporting students in a) the development, testing and revision of models to explain phenomena, b) arguing with evidence and reasoning, c) the using of computation thinking to make sense of data and d) practices that support equity. The need for educative curriculum to support shifts in practice is particularly true given how the diversity of learners has changed in the last 20 years.
Although much has been learned about the design, development and testing of educative curriculum materials that promote teacher learning from pre-service to experienced teachers, more needs to be learned as the landscape of science education becomes more complex across the globe. What challenges and opportunities does focusing on educational curriculum materials bring to the global science education community? As such, JSTE invites scholars to submit research and theoretical manuscripts that focus on the design, development and testing of educative curriculum materials in an era of increased cultural diversity and of knowledge-in-use. Manuscripts might focus on how educative curriculum materials can support teachers in using scientific practices along with core disciplinary ideas and crosscutting concepts to make sense of phenomena or design solution to problems, how to support English Language Learners to engage in and access science, how to support all learners in doing rigorous science, and how to test the efficacy of educative curriculum materials.

Publication Timelines 

Manuscript Submission Deadline: July 5th, 2016
Reviews returned: September 2016
First revisions due: November 2016
Second revisions due: December 2016
Expected publication: February 2017

Submission Guidelines 

Manuscripts should be submitted to: http://jste.edmgr.com and accompanied by a cover letter indicating that the manuscript is a “Special Issue” submission. Authors must follow JSTE manuscript guidelines (see: http://www.springer.com/education/science+education/journal/10972).
Inquiries concerning the suitability of possible contributions to this special issue should be sent by e-mail directly to:
Joseph S. Krajcik, Guest-Editor
College of Education
Michigan State University
115 Erickson Hall
East Lansing, MI 48824


Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—or might be—the
role of curriculum materials in teacher learning and instructional reform?
Educational Researcher, 25(9), 6–8, 14.
Davis, E.A., & Krajcik, J.S, (2005) Designing educative curriculum materials to
promote teacher learning. Educational Researcher, 34(3), 3 -14.

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For authors and editors

  • Aims and Scope

    Aims and Scope


    Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.

    As such, Journal of Science Teacher Education:

    • Publishes empirical research and theoretical position statements concerning preservice and inservice education of science teachers
    • Offers ways to improve classroom teaching and learning, inservice workshops, and teacher recruitment and retention
    • Provides evidence through research of the effectiveness of teaching strategies, interventions, assessments, professional development, and other issues related to science teacher education
    • Communicates ideas, theories, research, and field-oriented information related to policy, supervision, curriculum, instruction, and assessment in science teacher education

    The focus of both theoretical and empirical articles should be on science teacher education. Articles with ONLY implications for science teacher education are not appropriate.

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    English Language Editing


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