科学教育研究的早期职业创新：特刊简介

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2023-10-26 DOI:10.1007/s11165-023-10137-2

Helen Georgiou, Reece Mills, Kimberley Wilson

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引用次数: 0

摘要

科学教育研究通常与一系列熟悉的主题和想法保持一致。然而，与许多其他领域一样，随着一系列显著的社会、文化和技术变化，该领域正变得越来越多样化。在本文中，《科学教育研究》特刊“科学教育研究中的早期职业创新”的客座编辑反思了《早期职业研究人员》向特刊提交的材料和对该杂志编委会成员进行的简短调查中所代表的未来研究方向。我们报道了与新的、发散的和创造性的创新相关的趋势，将这些创新置于世界领先的科学教育期刊之一所代表的该领域的历史背景下。

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Early Career Innovations in Science Education Research: Introduction to the Special Issue

Science education research has typically been aligned with a collection of familiar topics and ideas. However, the field, like many others, is becoming ever more varied as it responds to a range of remarkable social, cultural, and technological changes. In this paper, the Guest Editors of Research in Science Education’s Special Issue ‘Early Career Innovations in Science Education Research’ reflect on the future directions of research represented in both the Early Career Researcher submissions to the Special Issue and a brief survey administered to the journal’s Editorial Board members. We report on trends related to new, divergent, and creative innovations, situating these innovations in the context of the history of the field as represented by one of the world’s leading science education journals.

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.