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| 003 | UA-OsUOA | ||
| 001 | 133070 | ||
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| 008 | 20180926b un ||||| |||| 00| 0 ukr d | ||
| 090 | _bJ-78 | ||
| 942 | _cMGN | ||
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_aUA-OsUOA _beng _cUA-OsUOA _dUA-OsUOA |
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_aJournal of innovative science education _bThis journal publishes original articles on the latest issues and trends occurring internationally in science curriculum _cEditor-in-Chief Muhamad Taufiq Universitas Negeri Semarang, Indonesia |
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| 041 | _aeng | ||
| 022 | _a2502-4523 | ||
| 856 | 4 | 0 | _uhttps://journal.unnes.ac.id/sju/index.php/jise/issue/view/979 |
| 520 | 3 | _aThis journal publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of innovative science ed | |
| 520 | 3 | _aucation theory and practice. In addition to original articles, the journal features the following special sections: Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investiga | |
| 520 | 3 | _ate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themse | |
| 520 | 3 | _alves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current education | |
| 520 | 3 | _aal, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate v | |
| 520 | 3 | _aiewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical pap | |
| 520 | 3 | _aers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge o | |
| 520 | 3 | _ar practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. Science Teacher Education : consisting of original empirical and/or theoretical research that examines the prepar | |
| 520 | 3 | _aation of teachers, the work of teachers, or how teachers' work is influenced by a broader context. "Teacher education" refers to development throughout the continuum of one’s teaching career, from pre-service, through induction, into advanced professi | |
| 520 | 3 | _aonal stages of teaching. Science Education Policy : including reports about the goals and/or underlying principles of policies adopted by government, interest groups, school districts, etc., and their effect on science teaching and learning. Addi | |
| 520 | 3 | _ationally, research on science education policy relates to a critical examination of how theory, research, and practice of science education are influenced by policy decisions. Science Studies and Science Education : provides a forum for interdisc | |
| 520 | 3 | _aiplinary investigations into science and science education. It informs and derives perspectives from history, philosophy, anthropology, and sociology of science as well as cognitive psychology and artificial intelligence to contribute to the theory, m | |
| 520 | 3 | _aethodology, policy, and practice of science education.The Journal Editorial Board invites any manuscript addressing a relevant science education topic that employs an established and recognized scholarly approach and also impacts or is generalizab | |
| 520 | 3 | _ale to national and international populations. Quantitative research reports that employ sophisticated research designs (e.g. MANOVAs linear modeling) and qualitative research reports that rigorously follow naturalistic research methods are preferred. O | |
| 520 | 3 | _ane or two variable tests employing simple inferential statistics (e.g. ANOVA or ANCOVA) and poorly described and argued qualitative research are discouraged. All manuscripts must provide a thorough review of the literature that establishes the researc | |
| 520 | 3 | _ah problem or the issue at hand as well as a thorough conclusion that addresses the implications and limitations of the research or argument. | |
| 260 | _c2016 | ||
| 246 | 3 | 1 |
_a1 _n |
| 650 | 7 | _2UDC | |
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