Logo - springer
Slogan - springer

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
U.S.A.
krajcik@msu.edu

References 

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.

Society URL(s) 

Read this Journal on Springerlink

For authors and editors

  • Aims and Scope

    Aims and Scope

    Close

    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.

  • Submit Online
  • Open Choice - Your Way to Open Access
  • Instructions for Authors

    Instructions for Authors

    Close

  • Author Academy: Training for Authors
  • English Language Editing

    English Language Editing

    Close

  • Copyright Information

    Copyright Information

    Close

    Copyright Information 

    For Authors

    Submission of a manuscript implies: that the work described has not been published before (except in form of an abstract or as part of a published lecture, review or thesis); that it is not under consideration for publication elsewhere; that its publication has been approved by all co-authors, if any, as well as – tacitly or explicitly – by the responsible authorities at the institution where the work was carried out.

    Author warrants (i) that he/she is the sole owner or has been authorized by any additional copyright owner to assign the right, (ii) that the article does not infringe any third party rights and no license from or payments to a third party is required to publish the article and (iii) that the article has not been previously published or licensed. The author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. Transfer of copyright to Springer (respective to owner if other than Springer) becomes effective if and when a Copyright Transfer Statement is signed or transferred electronically by the corresponding author. After submission of the Copyright Transfer Statement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted by Springer.

    The copyright to this article, including any graphic elements therein (e.g. illustrations, charts, moving images), is assigned for good and valuable consideration to Springer effective if and when the article is accepted for publication and to the extent assignable if assignability is restricted for by applicable law or regulations (e.g. for U.S. government or crown employees).

    The copyright assignment includes without limitation the exclusive, assignable and sublicensable right, unlimited in time and territory, to reproduce, publish, distribute, transmit, make available and store the article, including abstracts thereof, in all forms of media of expression now known or developed in the future, including pre- and reprints, translations, photographic reproductions and microform. Springer may use the article in whole or in part in electronic form, such as use in databases or data networks for display, print or download to stationary or portable devices. This includes interactive and multimedia use and the right to alter the article to the extent necessary for such use.

    An author may self-archive an author-created version of his/her article on his/her own website and/or the repository of Author's department or faculty. Author may also deposit this version on his/her funder's or funder's designated repository at the funder's request or as a result of a legal obligation, provided it is not made publicly available until 12 months after official publication by Springer. He/she may not use the publisher's PDF version, which is posted on www.springerlink.com, for the purpose of self-archiving or deposit. Furthermore, Author may only post his/her own version, provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at www.springerlink.com".

    Prior versions of the article published on non-commercial pre-print servers like arXiv.org can remain on these servers and/or can be updated with Author's accepted version. The final published version (in pdf or html/xml format) cannot be used for this purpose. Acknowledgement needs to be given to the final publication and a link must be inserted to the published article on Springer's website, accompanied by the text "The final publication is available at springerlink.com". Author retains the right to use his/her article for his/her further scientific career by including the final published journal article in other publications such as dissertations and postdoctoral qualifications provided acknowledgement is given to the original source of publication.

    Author is requested to use the appropriate DOI for the article. Articles disseminated via www.springerlink.com are indexed, abstracted and referenced by many abstracting and information services, bibliographic networks, subscription agencies, library networks, and consortia.

    For Readers

    While the advice and information in this journal is believed to be true and accurate at the date of its publication, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may have been made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

    All articles published in this journal are protected by copyright, which covers the exclusive rights to reproduce and distribute the article (e.g., as offprints), as well as all translation rights. No material published in this journal may be reproduced photographically or stored on microfilm, in electronic data bases, video disks, etc., without first obtaining written permission from the publisher (respective the copyright owner if other than Springer). The use of general descriptive names, trade names, trademarks, etc., in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

    Springer has partnered with Copyright Clearance Center’s RightsLink service to offer a variety of options for reusing Springer content. For permission to reuse our content please locate the material that you wish to use on SpringerLink.com or on SpringerImages.com and click on the permissions link or go to copyright.com and enter the title of the publication that you wish to use. For assistance in placing a permission request, Copyright Clearance Center can be connected directly via phone: +1-978-750-8400 or e-mail: info@copyright.com.

    © [Association for Science Teacher Education, USA]

Alerts for this journal

 

Get the table of contents of every new issue published in Journal of Science Teacher Education.