Earlier this year, in the August 2013 edition of Journal of Research on Science Teaching (JRST), we featured a special issue devoted to discipline-centered postsecondary science education research. We invite research papers that focus on studies in which deep, disciplinary understanding of science provides the foundation for the work, and where student learning outcomes are featured. Manuscripts might focus on instructional design, student leadership, learning technologies, experiential activities, interdisciplinary projects, and so on. But in every case, we are interested in evidence-based research that speaks directly to the details of disciplinary understanding that derives, for example, from studying task performances and artifacts, or from analyses of interviews and other direct sources of data, as opposed to using test-taking or grading performance as surrogates for student learning.
We are pleased to announce an extended deadline for the second special issue on this topic:
Manuscript Submission Deadline: January 10, 2014
Reviews Returned: February 28, 2014
First Revisions Due: April 15, 2014
Second Revisions Due: May 15, 2014
Expected Publication: August 2014