A special issue of Sustainability (ISSN 2071-1050).
Deadline for manuscript submissions: 31 December 2021.
Supporting all students in developing the scientific literacy needed to meet personal, national and global challenges is the major goal of 21st century science education. To meet this important goal, it is important to rethink and reconceptualize the vision of scientific literacy and to draw on the possibilities that this century offers in terms of technology-based approaches to improve the teaching and learning of science and its assessment. These technologies not only include new and innovative technologies that may be used in the teaching and learning of science and its assessment, but also technologies that can help better understand the teaching and learning of science and its assessment from a research perspective.
This Special Issue on “Improving Scientific Literacy through Interdisciplinary Research on Technology-Enhanced Practice” is expected to select excellent papers presented in AISL 2022 and other high-quality papers on the topic of sustainability. The Special Issue links several disciplines, including science education, neuroscience, educational technology and the social sustainability of human beings. Our aim is to encourage researchers to publish their experimental and theoretical research relating to scientific literacy assessment and learning of science. Potential topics include:
Sustainable STEM education.
Sustainable technology for STEM education.
Sustainable technology-enriched assessment.
Socio-scientific issues and social sustainable development.
Dr. David Fortus
Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel
Interests: motivating the learning of science; rethinking instruction on energy; investigating and questioning the world through science and technology
Dr. Knut Neumann
Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany
Interests: diagnosing abilities in physics; development of abilities in physics while attending school; physics teachers’ professional skills and their development; identifying and supporting talented physics students
Dr. Troy D. Sadler
Faculty of Experiential Learning, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Interests: science education; experiential learning; socio-scientific issues and issues-based teaching; science teacher education; epistemic practices
Dr. Chun-Yen Chang
The Graduate Institute of Science Education and the Department of Earth Sciences, National Taiwan Normal University (NTNU) , Taipei, Taiwan
Interests: science education; E-learning; interdisciplinary science learning; science communication
Dr. Jing Lin
The director of science education department at Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
Interests: scientific literacy assessment and improvement; teachers’ professional competency assessment and improvement; SSI learning and STEM education
Manuscript Submission Information
Manuscripts should be submitted online at http://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 papers will be 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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 1900 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.
development of scientific literacy
technology-enhanced teaching and learning
digital technologies and machine learning
positive affect towards science and in science education
socio-scientific issues (SSI) teaching and learning
This special issue is now open for submission.