An Ecological Approach to Understanding and Promoting Learning of STEM Teachers

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

Deadline for manuscript submissions: 30 September 2024 | Viewed by 107

Special Issue Editors


E-Mail Website
Guest Editor
ICLON, Leiden University, 2333 AL Leiden, The Netherlands
Interests: STEM education; implementation of innovations in STEM education; ecological approaches to teaching and teaching difficult and controversial topics in STEM education

E-Mail Website
Guest Editor
ICLON, Leiden University, 2333 AL Leiden, The Netherlands
Interests: ecological approaches to teaching; implementation of innovations in STEM education; STEM education

Special Issue Information

Dear Colleagues,

Teaching is a highly complex activity, and recent research on teacher learning has uncovered its complexity. Initially, studies focused on isolated teacher behaviors, followed by an emphasis on formal and practical teacher knowledge. More recently, attention has shifted to core practices, integrating knowledge and behaviors, such as leading discussions or guiding model development, as central to understanding and enhancing teacher learning. While recognizing the importance of this shift toward broader units of analysis, we argue that it insufficiently considers the ecological context to which these core practices belong.

This Special Issue advocates for an ecological approach to comprehending and fostering STEM teachers' learning. Ecological psychology asserts that the possibilities and constraints within teachers' operational ecologies influence their thoughts and actions. This ecology can be examined at three levels: the micro level of the classroom, the meso level of the school and the macro level of society. To effectively support teachers in innovating their practice, a comprehensive understanding of their ecology is crucial. Contributions to this Special Issue, both theoretical and empirical, expand on the ecological approach to comprehend and enhance the learning of STEM teachers.

Dr. Michiel Dam
Prof. Dr. Fred Janssen
Guest Editors

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
  • ecological psychology
  • teacher learning

Published Papers

This special issue is now open for submission.
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