The rapid development of society and the global economy has created new challenges for the cultivation of the skills and competencies necessary to be successful. Ongoing science education reforms are taking place internationally, with science education policies, standards and teaching materials playing essential roles in promoting students’ science competencies, in order for them to be better equipped for the future society.
The Journal of Disciplinary and Interdisciplinary Science Education Research (DISER) announces a special issue and invites scholars to submit a wide range of manuscripts on how science education policies, standards and teaching materials may promote these critical skills and competencies, as well as students’ deep learning in science.
Possible themes and topics of papers in this special issue include but are not limited to:
How have officially prescribed science policy, curriculum standards, and teaching materials been interpreted and translated by policymakers, researchers, and practitioners into local policies and classroom practice in K-12 science education?What local, state, and federal supports have been provided for science education in formal and informal settings, as well as pre- and in-service teacher preparation and continuing education to strengthen the quality of teaching and enhance student learning? What changes in classrooms have been resulted from implementing new science policies, education standards and teaching materials?How do stakeholders respond to the implementation of science education policy, standards, and teaching materials?How can science curricula and teaching materials be effectively developed according to new science education standards? What are the challenges in designing and enacting new teaching materials?How can students' science competences and skills for the future society be evaluated?
DISER promotes scholarship in education within and across science disciplines. DISER publishes original empirical, conceptual and policy studies reflecting the latest developments in science education from disciplinary and interdisciplinary perspectives. DISER bridges the divide and facilitates dialogue between formal and informal, disciplinary, and interdisciplinary, K-12 and post-secondary, as well as English-speaking and non-English speaking country science education. DISER is an open-access peer-reviewed online journal published by Springer; it promises the following features:
*High visibility thanks to unrestricted online access
*Rigorous peer-review and high-quality author services
*Creative Commons license--authors retain copyright
*Citation tracking and inclusion in bibliographic databases
*No cost to authors--Thanks to Beijing Normal University that pays article processing fees
Scholars interested in the special issue should submit a five-page proposal (single-spaced, including references, author affiliation, and contact information) by October 1, 2022. The guest editors are Professors Gillian Roehrig from University of Minnesota Twin Cities, Yonghe Zheng and Jian Wang from Beijing Normal University. The selection criteria include appropriateness to the special issue theme, the significance and potential to make contributions to science education scholarship, and the rigor in research design and methodology. There is no limit to the number of proposals to be accepted. The authors of accepted proposals will be invited to develop their proposals into full papers. The deadline for full paper submission is December 31, 2022. The guest editors will facilitate the standard peer review of full papers.
Proposal submission deadline: Oct. 16, 2022
Notification of accepted proposals: Nov. 1, 2022
Full manuscripts submission deadline: Dec. 31, 2022
Peer review including revisions: Jan. 1, 2023, through June. 30, 2023
Publication of accepted papers: August 31, 2023
Proposals should be submitted to firstname.lastname@example.org using the subject title “Special Issue: Science Education Policy, Standards, and Teaching Materials.” Authors must follow DISER manuscript guidelines (see: https://diser.springeropen.com/submission-guidelines) to prepare full papers and submit full paper to DISER journal website. Inquiries concerning the suitability of possible contributions to this special issue should be sent by email directly to: email@example.com.
Gillian Roehrig, University of Minnesota, Twin Cities, USA
Yonghe Zheng, Beijing Normal University, China
Jian Wang, Beijing Normal University, China