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Education Sciences
Special Issues
Technology-Embedded Scientific Inquiry Practices
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Technology-Embedded Scientific Inquiry Practices

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (31 December 2024) | Viewed by 5465

Special Issue Editor

Prof. Dr. Jazlin Ebenezer

E-Mail Website
Guest Editor
College of Education, Wayne State University, 5427 Gullen Mall, Detroit, MI 48202, USA
Interests: conceptual change teaching and learning in science; technology-embedded scientific inquiry

Special Issue Information

Dear Colleagues,

A scientific inquiry refers to how scientists observe, examine, and analyze the natural world. It also encompasses how scientists generate, propose, and explain arguments, illustrations, and concepts (NRC, 2012). Technology-embedded scientific inquiry practices incorporating three hallmarks, conceptualization, investigation, and communication, improve students' scientific inquiry abilities and technology fluency (Ebenezer et al., 2011). Using technologies significantly enhances students' academic performance in K-12 science education (Lin et al., 2020). Because of these scientific inquiry learning outcomes, a Special Issue on science teachers engaging K-12 students in studies integrating technology-embedded scientific inquiry practices is relevant. 

Education Sciences invites science education scholars to submit various manuscripts on "Technology-Embedded Scientific Inquiry Practices". We encourage empirical, theoretical, and policy studies focusing on science teachers who engage students through technology-embedded scientific inquiry practices that are standardized and innovative. This vision enables K-12 students to become well-informed citizens and pursue higher education and STEM careers.

References

Ebenezer, J.; Kaya, O.; Ebenezer, D. Engaging students in environmental research projects: Perceptions of fluency with innovative technologies and levels of scientific inquiry abilities. Journal of Research in Science Teaching 2011, 48(1), 94–116.

Lin, X.; Tang, D.; Shen, W.; Liang, Z.; Tang, Y.; Tsai, C. Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: The mediation effect of hardiness. International Journal of Science Education 2020, 42(8), 1225–1252.

National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas; The National Academies Press: Washington, DC, USA, 2012. 

Selection Process

Science education researchers interested in this Special Issue should submit a five-page proposal (single-spaced, including references, author affiliations, and contact information) by 30 May 2024. The Guest Editor, Professor Jazlin Ebenezer, Wayne State University, will review the proposals. The selection criteria include appropriateness concerning the Special Issue theme, significance, the potential to contribute to science education scholarship, and 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 them into full papers. The deadline for submitting a complete paper is 31 December 2024. Professors Jazlin Ebenezer will facilitate the standard peer-review process of full papers.

Submission Guidelines

Proposals should be submitted using the subject title: Special Issue—"Technology-Embedded Scientific Inquiry Practices." To prepare full papers, authors must follow the Education Sciences manuscript instructions (https://www.mdpi.com/journal/education/instructions). Inquiries concerning the suitability of possible contributions to this Special Issue should be sent directly to Professor Jazlin Ebenezer at aj9570@wayne.edu.

Prof. Dr. Jazlin Ebenezer
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • STEM education
  • conceptualization
  • investigation
  • communication
  • innovative technologies
  • K–12 learners
  • scientific inquiry practices
  • issue-based pedagogy
  • socio-scientific issues

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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Research

23 pages, 1844 KiB  
Article
Computational Thinking for Science Positions Youth to Be Better Science Learners
by Matthew A. Cannady, Melissa A. Collins, Timothy Hurt, Ryan Montgomery, Eric Greenwald and Rena Dorph
Educ. Sci. 2025, 15(1), 105; https://doi.org/10.3390/educsci15010105 - 18 Jan 2025
Viewed by 1835
Abstract
Computational thinking plays a central and ubiquitous role in many science disciplines and is increasingly prevalent in science instruction and learning experiences. This study empirically examines the computational thinking skills that are particular to engaging in science and science learning and then tests [...] Read more.
Computational thinking plays a central and ubiquitous role in many science disciplines and is increasingly prevalent in science instruction and learning experiences. This study empirically examines the computational thinking skills that are particular to engaging in science and science learning and then tests if these skills are predictive of science learning over the course of one semester. Using a sample from 600 middle school science students, we provide the psychometric properties of a computational thinking for science assessment and demonstrate that this construct is a consistent predictor of science content learning. The results demonstrate that the relationship between computational thinking for science and science content learning is consistent across variations in students and classrooms, above and beyond other demonstrated predictors—STEM fascination or scientific sensemaking. Further, the analysis also showed that experience with computer programming languages, especially block languages, is associated with higher levels of computational thinking. The findings reveal implications for research, teaching, and learning, including some implications for advancing equitable opportunities for students to develop computational thinking for science. This paper advances knowledge about how to ensure that students have the dispositions, skills, and knowledge needed to use technology-enabled scientific inquiry practices and to position them for success in science learning. Full article
(This article belongs to the Special Issue Technology-Embedded Scientific Inquiry Practices)
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16 pages, 598 KiB  
Article
Exploring Science and Technology Teachers’ Experiences with Integrating Simulation-Based Learning
by Asheena Singh-Pillay
Educ. Sci. 2024, 14(8), 803; https://doi.org/10.3390/educsci14080803 - 23 Jul 2024
Viewed by 2732
Abstract
Science and technology require learners to engage in practical work and inquiry-based learning. In South Africa, schools still need laboratories, textbooks, and equipment for practical work. Considering the above contextual challenges, this paper calls for integrating computer simulation-based learning (SBL) into science and [...] Read more.
Science and technology require learners to engage in practical work and inquiry-based learning. In South Africa, schools still need laboratories, textbooks, and equipment for practical work. Considering the above contextual challenges, this paper calls for integrating computer simulation-based learning (SBL) into science and technology education. Very little is known about science and technology teachers’ experiences of simulation-based learning in rural settings. This interpretative study, located at a teacher training institution in South Africa, aimed to explore science and technology teachers’ experiences of integrating simulation-based learning in their teaching. The study was framed within Kolb’s experiential learning theory, which posits that learning is a process of creating knowledge through the transformation of experience. Sixteen practicing teachers enrolled for their honors degree were purposively selected. Data were generated via semi-structured interviews, online interactive discussion forums, and reflective journals. All ethical protocols were observed. NVIVO was used to create tag clouds before thematic analysis could begin. The findings illuminated participant experiences as learning, unlearning, disrupting pedagogies, revisioning best practices in a community of inquiry, and promoting conceptual understanding and spatial visualization. The findings demonstrated an authentic practice of educating and training teachers to integrate SBL into their teaching and the use of SBL in promoting the conceptual understanding and spatial ability of learners in school settings that lack laboratories and functional equipment. Full article
(This article belongs to the Special Issue Technology-Embedded Scientific Inquiry Practices)
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