TY  - SER
AU  - Crippen,Kent J.
AU  - Cohen,Karen C.
ED  - SpringerLink (Online service)
TI  - Journal of Science Education and Technology
SN  - 1573-1839
CY  - Dordrecht
PB  - Springer Netherlands, Imprint: Springer.
KW  - Science—Study and teaching
KW  - Educational technology
KW  - Science Education
KW  - Digital Education and Educational Technology
N2  - The Journal of Science Education and Technology serves as an interdisciplinary forum for publishing original, peer-reviewed research that addresses the explicit intersection of science education and educational technology. The journal emphasizes work that advances theoretical understanding, informs practice, and supports policy, with the overarching goal of improving science education worldwide at all levels in all forms. Research topics span various disciplinary areas, such as biology, chemistry, physics, and engineering in a K-12 context, as they relate to learning, teaching, and teacher or workforce development. Technological dimensions include the use and design of hardware, software, and environments that engage learners with, through, or in technology. Organizational considerations include policy, administration, implementation, and professional or workforce development. Recognizing the growing role of technology in shaping scientific knowledge and human interaction, the journal positions technology as an integral part of science education. By publishing high-quality, original contributions from diverse perspectives, the journal promotes scholarly dialogue and supports a broad community of educators, researchers, and policymakers working toward innovation and equity in science education. The Journal of Science Education and Technology employs a double-blind peer review process. Submissions should align with the journal’s interdisciplinary focus and demonstrate broad relevance beyond a single population or location. Manuscripts must be clearly written in English and accessible to an international audience. Submissions that do not meet these criteria will not be considered. Please consult our Review Criteria for additional guidance
UR  - https://doi.org/10.1007/10956.1573-1839
ER  -