NSTA Publication Connected Science Learning: Call for Contributions
Connected Science Learning is a journal that highlights STEM education experiences that bridge the gap between in-school and out-of-school settings. The online journal features downloadable articles about highly effective programs and shares research that connects preK–12 STEM learning in schools and out-of-school settings, specifically highlighting effective mechanisms for collaboration and co-creation. In addition to being a valued resource for a broad range of STEM education professionals, this journal is useful to policy makers, corporations, foundations, and others seeking to identify, advance, and invest in STEM education.
Theme for Fourth Issue (to be published in fall 2017): STEM for Early Learners
"There is a growing understanding and recognition of the power of children’s early thinking and learning as well as a belief that science may be a particularly important domain in early childhood, serving not only to build a basis for future scientific understanding but also to build important skills and attitudes for learning."
This quote from Karen Worth in Science in Early Childhood Classrooms: Content and Process (SEED Paper, Fall 2010), succinctly states the value of effective STEM learning experiences during the preK to third grade years.
More specifically, NSTA's Position Statement on Early Childhood Science Education (endorsed by NAEYC) has identified these key characteristics of a quality early learning science experience:
- Children have the capacity to engage in scientific practices and develop understanding at a conceptual level. Adults play a central and important role in helping young children learn science.
- Young children need multiple and varied opportunities to engage in science exploration and discovery.
- Young children develop science skills and knowledge in both formal and informal settings.
- Young children develop science skills and knowledge over time.
- Young children develop science skills and learning by engaging in experiential learning.
Contribution Deadline and Word Limit
Contributions are due March 31, 2017. Suggested length for feature articles is 2,000 to 4,000 words, excluding references and media/supplemental material. See separate details below regarding the word limit associated with departments in the journal.
Media Components Highly Encouraged
Being an online journal, Connected Science Learning allows for all types of media to be embedded into the articles and departments. We will give preference to articles that have such supplemental material, including videos, podcasts, links to PowerPoints and websites, and other technologies.
Ongoing Connected Science Learning Departments
Several departments are featured in Connected Science Learning. Please note that your manuscript idea might be a better fit as a department than as a feature article. Suggested word length for departments is 2,000 to 4,000 words (except for Connected Science Learning Briefs), excluding references and other media/supplemental material.
Research to Practice, Practice to Research
Articles in this department foster a research-to-practice cycle that better connects practitioners to the growing research and knowledge base about STEM learning, and researchers to the world and needs of practitioners.
Articles in this department describe new, innovative connections between out-of-school STEM programs and preK–12 classrooms that have the potential to spread beyond the initial context, such as radio and television programs that become integral elements of classroom instruction.
Diversity and Equity
Articles in this department highlight connected STEM learning efforts that are effective at increasing participation and interest in STEM by underserved groups (e.g., minorities, low socioeconomic populations, rural communities, English language learners, special needs, and talented/gifted students). Compelling articles will include documentation of success.
Connected Science Learning Briefs
These are short (suggested length is 500 words) items that highlight the lessons learned, curriculum considerations, or research results related to the readers of the journal, or are short descriptions of resources (e.g., publications, videos, websites) of use to professionals interested in connecting in-school and out-of-school STEM learning.
For more information, including submission guidelines, click here.
Deadline: Contributions are due March 31, 2017.