Education Sciences – Special Issue – Call for Papers: Advancing Science Learning Through Design-Based Learning

Deadline for Submissions: December 15th, 2024
Official Information Page and Submission Instructions

Dear Colleagues:

Education Sciences is pleased to announce a Special Issue on design-based learning (DBL) approaches in science education. Researchers in science education have long held an interest in exploring how to productively engage learners in design thinking. Recent science education reforms that call for students to explain phenomena and solve problems using science and engineering practices have further emphasized the importance of design thinking in science education. As the challenges facing our society continue to grow in number and complexity, supporting learners in developing their capacity for design thinking and problem solving has become only more urgent. Now proves an apt time to examine current DBL approaches in science education to derive new insights and spur further innovation.

This Special Issue aims to showcase original empirical work where learners engage in DBL approaches to support their science learning, with special emphasis given to methodological and theoretical advances as well as results with tangible implications for policy and practice. Notably, this Special Issue will focus on science learning in classroom settings – at the primary, secondary, and higher education levels – and how to organize for students’ productive engagement in design thinking within these spaces.

In this Special Issue, topics may include (but are not limited to) the following:

• Implementation of novel science curricula focused on engaging students in design thinking
• Professional learning opportunities intended to support educators in productively engaging students in DBL in science classrooms
• Experiences of students in science classrooms using DBL approaches who identify as members of historically-underrepresented groups in STEM
• Theoretical frameworks informed by original empirical work that provide insights into science learning using DBL approaches
• Assessments for supporting DBL approaches to science learning
• Technology and digital tools for facilitating DBL in science classrooms
• Design principles informed by original empirical work for developing science learning opportunities integrating DBL
• Interdisciplinary approaches that support design thinking in science learning

We look forward to receiving your contributions.

Dr. Samuel Severance
Guest Editor