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Disciplinary and Interdisciplinary Science Education Research(DISER)于2019年11月28日正式发布首刊 发表时间:2019-12-05 10:21:48 浏览次数:

科学教育英文国际期刊《Disciplinary and Interdisciplinary Science Education Research》首期于20191128日发布,文章链接为:https://diser.springeropen.com/articles

为深入推进北京师范大学教育学科“双一流”建设,全面加强北师大科学教育方面的研究团队(物理教育、化学教育、生物教育、地理教育、小学科学教育、科技教育政策等)在科学研究、社会服务和国际交流等方面的学科建设能力,201811月,北师大教育学部协同全校科学教育团队组建“北京师范大学教育学部科学教育研究国际中心”。

该中心联合国际上在科学教育领域的知名学者,凝聚国内兄弟院校同仁,密切合作、协同攻关,将基础研究与教育实践有机结合,努力建设成为代表国内科学教育最高水平、达到国际先进水平,促进国内外科学教育研究与实践质量提升,促进国际化科学教育研究人才和实践人才培养和发展的科学教育研究中心。

创办科学教育国际期刊《Disciplinary and Interdisciplinary Science Education Research》是中心成立后的首要工作之一,通过汇聚国内外在基于学科和跨学科的科学教育研究层面的优秀成果,这不仅突显我国科学教育研究与实践的分科特点与优势,同时又强调跨学科科学教育的重要价值,以期实现国内外融通、东西方互学互鉴,逐步打造具有国际影响的科学教育研究期刊。

 

DISER首期于20191128日正式发表。该期由13篇特邀文章(另一篇在本月发表)组成。文章作者均为当今世界科学教育在各领域的权威,就所在领域目前研究所面临的挑战和未来的研究方向发表见解。所涉及领域包括生物教育,化学教育,地理和环境教育,物理教育,科学本质,科学社会议题,学习进阶,模型和建模,科学论证,工程教育,项目式学习,和非正规科学教育。所有文章均经过严格的同行匿名评审。

13篇文章的主要信息如下表所示。

题目

作者

单位

Editorial: Disciplinary and interdisciplinary science education research (DISER)

Xiufeng Liu

Lei Wang

University at Buffalo, Buffalo, USA.

Beijing Normal University, Beijing, China.

Physics education research for 21st century learning

Lei Bao

Kathleen Koenig

The Ohio State University, Columbus, OH 43210, USA.

University of Cincinnati, Cincinnati, OH 45221, USA.

The future challenge of Earth science education research

Nir Orion

Science Teaching Department, Weizmann Institute of Science, 1 Herzl St., 76100 Rehovot, Israel

Learning progressions: framing and designing coherent sequences for STEM education

Richard A. Duschl

Caruth Institute of Engineering Education, Southern Methodist University, PO Box 750278, Dallas, TX 75275, USA

Progressing chemistry education research as a disciplinary field

Keith S. Taber

Science Education Centre, Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, England CB2 8PQ, UK

Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

Norman G. Lederman

Judith S. Lederman

Illinois Institute of Technology, 3424 S. State St., Suite 4007, Chicago, IL 60616, USA

Promoting deep learning through project-based learning: a design problem

Emily C. Miller

Joseph S. Krajcik

a Senior Researcher Consultant at Create for STEM, co-Principal Investigator on Multiple Literacies for Project-based Learning and ABD candidate in UW Madison.

the Principal Investigator on Multiple Literacies for Project-based Learning, the Lappan-Philips Professor of Science Education and Director of CREATE 4 STEM at Michigan State University.

Argumentation and interdisciplinarity: reflections from the Oxford Argumentation in Religion and Science Project

Sibel Erduran

Liam Guilfoyle

Wonyong Park

Jessica Chan

Nigel Fancourt

Department of Education, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, UK

Science | Environment | Health – the emergence of a new pedagogy of complex living systems

Albert Zeyer

Justin Dillon

University of Teacher Education Lucerne, Pfistergasse 20, Postfach 7660, CH-6000 Luzern 7, Switzerland

Reimagining public science education: the role of lifelong free-choice learning

John H. Falk

Lynn D. Dierking

Institute for Learning Innovation, Oregon State University, 8100 NW Ridgewood Drive, Corvallis, OR 97330, USA

New directions in socioscientific issues research

Dana L. Zeidler

Benjamin C. Herman

Troy D. Sadler

Department of Teacher Education, College of Education, University of South Florida, Tampa, Florida, USA.

Department of Teaching, Learning and Culture, College of Education and Human Development, Department of Biology, College of Science, Texas A & M University, College Station, Texas, USA.

School of Education, University of North Carolina-Chapel Hill, Chapel Hill, North Carolina, USA.

Modeling competence in science education

Mei-Hung Chiu

Jing-Wen Lin

Graduate Institute of Science Education, National Taiwan Normal University, 88 Sec 4, Ting-Chou Road, Taipei, Taiwan.

Department of Science Education, National Taipei University of Education, No.134, Sec. 2, Heping E. Rd., Da-an District, Taipei City 106, Taiwan.

Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

Senay Purzer

Jenny Patricia Quintana-Cifuentes

School of Engineering Education, Purdue University, 516 Northwestern Ave. Wang Hall 3500, West Lafayette, IN 47906, USA

 

本刊由SPRINGER出版,主办单位为北京师范大学教育学部, 主编为王磊教授和柳秀峰教授。 DISER不收取作者任何版面费,通过网址https://diser.springeropen.com/articles可以获取文章。

Disciplinary and Interdisciplinary Science Education ResearchDISER)期刊是一本开放获取、通过同行评审、范围广泛的关于科学教育研究的英文国际性综合学术期刊,涉及K-12与大学的化学、物理、生物、地理、科学以及跨学科的科学学习。旨在推广差异化和多元化的学科与跨学科科学教育研究的前瞻性的理论构想、实证性的研究成果、实操性的解决方案。

DISER希望为从事科学教育研究的学者提供一个分享科学教育研究与实践的公共平台。因此,期刊热烈欢迎广大学者、相关决策者、师生踊跃投稿。

DISER欢迎且不限于有关下列话题的来稿:课程与教材、教学、学生学习、测量与评价、教师教育、学习环境、非正式科学学习、科学教育政策、科学历史与哲学在科学教育中的应用。

DISER发行的每一篇文章都会经过严格的评审过程,在兼顾学者、相关决策者的研究兴趣和广大教师的实践需求的同时,将严格把控文章的质量。

投稿请咨询编辑部:

Faculty of Education, Beijing Normal University,

No.19 Xinjiekouwai Street, Haidian District, Beijing, China, 100875

Tel: 86-10-58807455-1656

Fax: 86-10-58806955

E-mail: diseroffice@163.com

 

 


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