Technology-Embedded Scientific Inquiry Practices

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 [email protected].

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.

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