Reimagining Science Education: Computational Thinking, Computational Science and Sustainability Education

Dear Colleagues,

The COVID-19 pandemic and the climate crisis have highlighted the importance of addressing problems with innovative solutions that integrate computational science and involve cooperation and collaboration at different levels. These new challenges invite us to rethink science education from a better-connected perspective with proven solutions to local and global problems articulated with advances in frontier scientific research. The objective of this Special Issue, "Reimagining Science Education: Computational Thinking, Computational Science and Sustainability Education" is to contribute to understanding how scientific computing can support computational thinking and simultaneously involve students from different educational levels in sustainable development.

This Special Issue will focus on gathering evidence of innovative teaching developments and practices that invite us to reimagine science education to promote sustainability from a cross-disciplinary perspective articulated with computational science. In this sense, it intends to contribute to understanding the challenges and opportunities that scientific computing can provide to science education and STEM education, from primary education to the first years of university education as teachers in service and training.

We want to invite you to submit original research articles, Systematic or Scope Review articles, Perspective articles, as well as Curriculum, Instruction, and Pedagogy articles, related to themes that include (but are not limited to):

• Computational Chemistry Education;
• Chemoinformatic Education;
• Computational Biology Education;
• Bioinformatic Education;
• Computational Science Education;
• Green and Sustainable Pharmacy Education;
• Sustainability Education;
• Sustainable Chemistry Education in Society;
• Green Analytical Chemistry Education;
• Interdisciplinary and integrative approach in Science and STEM education;
• Collaborative learning environments in Science and STEM;
• Visualization in Science Education;
• Computational science curricula in Science and STEM education;
• Teacher Education.

Prof. Dr. Jorge Rodríguez Becerra
Prof. Dr. Lizethly Cáceres Jensen
Prof. Dr. Maija Aksela
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.

• computational chemistry education
• cheminformatics education
• computational biology education
• STEM education
• scientific visualization
• modelling and simulations
• teacher education
• problem based learning
• project-based learning