Science Studies & Science Education Call for Papers Deadline: March 31, 2007
Special Issue / New Section
Science Education has a long tradition of publishing articles about the relationships between history and philosophy of science and science education. Science Education published the first scholarly papers on sociology of science and science education. Recently, it has provided a vibrant forum for research on argumentation and scientific discourse, drawing from such fields as rhetoric, epistemology, and cognitive sciences. As educational research moves to more nuanced understandings of science teaching and learning, we believe we can both learn from science studies as well as provide evidence relevant to the ?blind spot? of science studies — education. In 2007 Science Education will publish a special issue and institute a new section of the journal focusing on ‘Science Studies & Science Education’.
The intents of this special issue are: 1. To clarify/illuminate/analyze/discuss the potential significance of science studies for science education; 2. To provide a forum for the scholarly exchange of ideas and theories regarding science education and science studies; 3. To launch a new ‘Science Studies & Science Education’ section for Science Education.
‘Science Studies’is a group of disciplines that draw from history, philosophy, anthropology and sociology of science as well as cognitive psychology and artificial intelligence. The primary focus of Science Studies is to understand science as an epistemic and socio-historical endeavor. The study of science classrooms as environments characterized by epistemic, cognitive, social and affective factors should benefit from Science Studies scholarship. Science Studies holds the potential to contribute to the policy and practice level implementation in science education. Hence, for the special issue and the subsequent establishment of the new section on science studies we will solicit manuscripts that develop our understanding of how Science Studies applies to theory, methodology, policy and practice of science education.
Some example applications of Science Studies in science education might include the following questions: – Epistemic Questions: How are ideas formulated, evaluated and developed in science? In science teaching and learning? – Cognitive Questions: What constitute scientists? ways of reasoning? What can we learn from cognitive analyses of scientists to help school children and university students in learning science? – Historical Questions: How do scientific and classroom ideas change over time?What factors contribute to change? – Anthropological Questions: How are classroom and research group cultures produced? Maintained? Changed? – Sociological Questions: What historical, political and social norms characterize and guide the scientific enterprise? How do such norms translate to classroom science learning environments? – AI Questions: What logical and other formal reasoning capabilities and patterns underlie domain specific inquiry in science and scientific thinking? Are there general patterns of reasoning that are valuable across all scientific domains? – Political Questions: How do we implement the theoretically best educational practices into the very constrained real world of science education?
Manuscripts for this Special Issue should be submitted online. Information regarding the preparation of manuscripts and directions for online submission is available at: http://www3.interscience.wiley.com/cgi-bin/jhome/32122
For online submissions, submit files at: http://mc.manuscriptcentral.com/scied
Please indicate in a cover letter to the editor that you would like the manuscript to be considered for publication in the Science Studies and Science Education Special Issue.
We hope that the special issue and the new section will create a forum where cross-disciplinary boundaries are challenged and where considerations of science and science classrooms as cultural and epistemic endeavors will stimulate reconceptualizations of the traditionally distinct fields of anthropology and epistemology.
Richard Duschl, Rutgers University Sibel Erduran, University of Bristol Richard Grandy, Rice University John Rudolph, University of Wisconsin