Recent Highlights from Research in Science and Technological Education
Symposium organiser and chairperson: Dr Judith Hillier, University of Oxford
Research in Science & Technological Education is an original research journal publishing international perspectives on science and/or technological education. Scholarly research that investigates and interrogates the psychological, sociological, economic and organisational aspects of science and technological education, as well as developments within the global curriculum is encouraged.
The journal presents researchers, academics and practitioners working in and with science and technological education with the opportunity to articulate their findings in an international forum. Articles are expected to provide up-to-date and innovative commentaries on effective practices, behaviours and curricula within science and technology education in both formal and informal learning settings. All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
This symposium presents a series of articles recently published in RSTE to showcase the breadth and depth of the journal. The first paper by Jenny Hellgren and Stina Lindberg explores the use of authentic science experiences with 13-15 year old students in Sweden to arrest the decline of students’ motivation to study science. This is followed by explorative factor analysis conducted by Kalle Juuti and Jari Lavonnen in Finnish schools to investigate how teaching practices connect to 15-16 year old students’ intentions to continue their study of physics. Then Mark Harrison from the UK presents the findings of his research on the use of discussion to promote understanding of practical work with 14 year old students. Finally, Maria Berge and Åke Ingerman present their methodological paper exploring the use of different theoretical frameworks to analyse group discussions in physics. To conclude, Professor Shirley Simon, Institute of Education, University College London, UK, will discuss the contributions made by each of these papers and how this reflects the work published in the journal.