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Journal of Science Teacher Education is a peer-reviewed journal published by Taylor & Francis, covering Science Education and Pedagogy, Diverse Educational Innovations Studies, Teacher Education and Leadership Studies.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Science Teacher Education 12 (3): 45–58.
Formats any DOI in Journal of Science Teacher Education style. No sign-up. |
| Publishes research in | Science Education and Pedagogy Diverse Educational Innovations Studies Teacher Education and Leadership Studies Educational Strategies and Epistemologies Education and Critical Thinking Development |
| ISSN | 1046-560X |
| Citation impact (2-yr) | 1.71 |
| h-index | 87 |
| i10-index | 794 |
| Total citations | 39,422 |
| Top institutions publishing here | University of Georgia |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Inquiry has a decades-long and persistent history as the central word used to characterize good science teaching and learning. Even at a time when a new word, constructivism, had entered the general educational lexicon as the descriptor of good education, the authors of the National Science Education Standards (NSES) chose to stay with inquiry and…
This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework…
This paper describes how interpretations of inquiry have changed during the 20th Century. These multiple meanings have resulted in (a) confusion among K–12 teachers of science and (b) various interpretations by science teacher educators. Suggestions are provided for preservice programs (both science and methods courses), professional development for new and veteran teachers of science, and…
Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the teaching practice and views of inquiry and…
This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from…
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