Rethinking Science Education: Pedagogical Shifts and Novel Strategies
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".
Deadline for manuscript submissions: 30 January 2026 | Viewed by 646
Special Issue Editor
Interests: science and art (STEAM) education; college transfer student success; gender and science; science and culture; science and language; science identity and belongingness
Special Issue Information
Dear Colleagues,
This Special Issue will provide a spotlight on novel strategies for reaching a diverse audience in science education. Research papers from multiple contexts are welcome, including those from formal or informal educational environments with kindergarten through college-aged students. Many students struggle to develop their science identity or to feel included in traditional science education environments. Furthermore, students and families are more likely to opt in to out-of-school science activities if they already have expertise or familiarity with the subject area. In order to cultivate a robust and creative cohort of future scientists, science education must adapt to appeal to a broader audience. This Special Issue will focus on pedagogies and outreach initiatives that reach non-traditional or underserved audiences in science, as well as strategies for retaining these students long-term. Topics may include, but are not limited to, the intersection of natural science and other fields of study (such as art, social sciences, and creative writing), the influence of culture, ethnicity, or gender on science identity and belongingness, the success and retention of non-traditional college students in STEM (such as transfer students), and unique environments/strategies for science outreach opportunities.
Prof. Dr. Susannah Sandrin
Guest Editor
Manuscript Submission Information
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Keywords
- STEAM education
- college transfer
- gender
- culture
- informal science education
- science outreach
- non-traditional students
- science pedagogy
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