Call for Papers

Science & Children (PreK-5)

Write for our award-winning journal

Enhance preschool and elementary science teaching with your experience.

Upcoming Themes

November/December 2026: Celebrating Collaborations

Deadline: February 1, 2026

Science is not done in isolation. Scientific discovery is collaborative. Even in the classroom, when students work in teams, engage with the community, or make interdisciplinary connections, they understand that science is collaborative. From peer discussions and group investigations to partnerships with local experts, families, and organizations, meaningful collaborations enrich science learning in elementary classrooms.

For this issue, we invite teachers, educational researchers, and curriculum developers to share how collaborative approaches enhance science teaching and learning in early childhood and elementary settings.

Article suggestions include, but are not limited to:

Share strategies for fostering student collaboration to build scientific reasoning and communication skills.
Provide examples of successful school-community partnerships that bring real-world science experiences into the classroom.
Describe interdisciplinary collaborations integrating science with literacy, math, social studies, or the arts.
Explain how teamwork, cooperative learning, and student-led investigations support deeper engagement in science.

January/February 2027- Socioscientific Issues

Deadline: April 1, 2026

Should there be zoos? Should power plants be set up everywhere? Should some playground structures have age limits?

Issues are topics that reasonable people can debate. Socioscientific issues help teachers and students alike to ground their thinking in real-world situations. After collecting data from multiple sources and perspectives, teachers can help guide students to explore scientific questions that are still up for debate.

For this issue, we invite teachers, educational researchers, and curriculum developers to share how exploring socioscientific issues can help engage science learners in early childhood and elementary settings.

Article suggestions include, but are not limited to:

Share examples of types of socioscientific issues aligned to different grade levels (K-2 and 3-5)
Explore strategies for engaging productive debate and scientific argumentation in early childhood and elementary school classrooms
Demonstrate ways in which socioscientific issues can serve as starting points for interdisciplinary learning

March/April 2027- Kitchen Science

Deadline: June 1, 2026

The kitchen can serve as a learning laboratory, sparking ideas and questions in both children and adults. Simply making a meal can spark wonderings about nutrition, properties of materials, cause and effect, or even how things work. Kitchen science inquiry requires creative thinking and problem-solving skills, and can help students take ownership of their learning experiences. As an added bonus–most of the materials and tools used in kitchens are easy to find and inexpensive, making kitchen science an accessible and easy-to-implement science teaching strategy.

For this issue, we invite teachers, educational researchers, and curriculum developers to share their own input on using kitchen science to spark wonder in early childhood and elementary settings.

Article suggestions include, but are not limited to:

Share examples of nutrition lessons that emerge from kitchen exploration.
Describe strategies for guiding students in building experiments using tools and materials commonly found in kitchens.
Provide ideas for integrating quantitative reasoning into elementary and early childhood science through measurement of materials (or ingredients), time, and temperature.
Demonstrate ways in which kitchen science can support students in building scientific explanations.

May/June 2027- Highlighting Science Heroes

Deadline: August 1, 2026

When asked, the average elementary school student can easily name a long list of celebrities, professional athletes, or social media influencers. But, if you asked them to name scientists, they’d probably struggle to think beyond Einstein, Edison, or maybe Pasteur. And though these stereotypical scientists are tremendously important figures, they are also dead white men, while science is a vibrant and diverse living field! Do our students know about Dr. Kizzmekia Corbett’s contribution to the development of the COVID-19 vaccine or Eliot Schrefer’s understanding of animal behavior? These scientists experiment, explore, and discover how the world works. Surely their influence deserves the same kind of attention normally reserved for pop stars and YouTubers!

For this issue, we invite teachers, educational researchers, and curriculum developers to share the ways in which they highlight today’s science heroes in early childhood and elementary settings.

Article suggestions include, but are not limited to:

Share examples of tried-and-true science activities alongside profiles of scientists currently working in those areas.
Identify tradebooks, children's literature, and news media sources that highlight scientists actively engaging in scientific discovery
Describe ideas for structuring lessons and instructional units featuring examples of diverse scientists engaging in NGSS’s science and engineering practices
Support children’s visions of themselves as contributors to scientific communities and conversations

July/August 2027-Oceans for Everyone

Deadline: October 1, 2026

The world’s oceans cover more than two-thirds of our planet’s surface, yet marine examples are often hard to come by in life and earth science textbooks. The oceans are the home of many rich and biodiverse habitats and are still relatively unexplored. They are inextricably linked to weather and climate and provide resources needed for medicine, food, and industry. This issue will help teachers support their students’ understanding of the physical, chemical, and biological systems in the oceans, emphasizing ways in which students can connect with our oceans regardless of where they live and study.

For this issue, we invite teachers, educational researchers, and curriculum developers to share strategies and ideas for marine science education in early childhood and elementary settings.

Article suggestions include, but are not limited to:

Help children to connect with the oceans regardless of their own geographic location
Provide models and simulations to help children make sense of oceanic processes that happen on large scales
Share questions that scientists are actively asking about or planet’s oceans
Encourage children to explore, protect, and connect with oceans and the creatures who inhabit them

September/October 2027- The Science of Sports and Movement

Deadline: December 1, 2026

Maria Montessori is famously quoted as saying, “play is the work of the child,” and much of that play requires children to move their bodies. While playing sports, dancing, or simply using playground equipment, children gain an intuitive understanding of the way their muscles move their bodies. They also build firsthand knowledge of how form influences function and the impact of forces on movement and balance. This issue will help students unpack this knowledge and connect what they already know to scientific phenomena and ideas.

For this issue, we invite teachers, educational researchers, and curriculum developers to connect science learning to sports and movement in early childhood and elementary settings.

Article suggestions include, but are not limited to:

Help teachers use playing fields and school gyms as labs for learning about force and motion
Support children in learning about how nutrition, rest, and practice influence their performance in sports and movement
Create models for muscles and bones engaging in play-based movement

November/December 2027- Science and Seasonal Celebrations

Deadline: February 1, 2027

The holiday season is often marked with social studies lessons exploring cultural beliefs or writing assignments about gratitude in elementary classrooms. But, science connections to holidays aren’t normally made outside of the lifecycles of apples and pumpkins in the autumn. There are tremendous opportunities for connecting weather and climate observations to cultural calendars in interdisciplinary lessons, and highlighting the science of holidays. Fireworks are used to celebrate the Fourth of July, New Years Eve, and Diwali. They can also be an excellent “spark” for investigations about chemical changes. Valentines are great conversation starters for confronting misconceptions about the shape and location of hearts inside living things. Science is everywhere!

For this issue, we invite teachers, educational researchers, and curriculum developers to share ideas for spotlighting the science of seasonal and holiday celebrations in early childhood and elementary settings.

Article suggestions include, but are not limited to:

Share specific examples of science lessons about holiday traditions
Create interdisciplinary lessons and units grounding cultural markers in changes in weather patterns
Provide examples of scientific inquiries about key elements of holiday celebrations

Call for Papers & Reviewers: NSTA Leadership Matters Column

The National Science Teaching Association (NSTA) invites submissions for its Leadership Matters column, featured across NSTA’s three peer-reviewed journals: Science & Children, Science Scope, and The Science Teacher. Science education leadership takes many forms—both formal and informal—and emerges across diverse roles. Whether you are a classroom teacher, instructional coach, school or district administrator, professor, researcher, or professional learning facilitator, your leadership experiences matter. This column highlights voices from across the field who are shaping the future of science education for grades PK-12.

What We’re Looking For

We welcome articles (up to 1,500 words) that illustrate how educators lead efforts to improve science teaching and learning at the classroom, school, district, or broader system level. Submissions should provide insights and strategies that demonstrate leadership in action and contribute to a more equitable, innovative, and effective science education landscape. We are especially interested in manuscripts aligned with A Framework for K–12 Science Education that showcase inclusive and forward-thinking practices supporting K-12 science learners.

Topics May Include (Not Limited):

Expanding access to high-quality, inclusive science instruction
Leading from the classroom, school, district, university, or organization
Mentoring, coaching, or collaborating with colleagues or preservice teachers
Improving science programs and instruction
Designing meaningful and engaging science learning experiences

Call for Reviewers

NSTA is also seeking reviewers with expertise in science education leadership, equity, and systemic change. Reviewers will support the peer-review process and help maintain the quality and relevance of this thought leadership space. We encourage reviewers who:

Are experienced in K–12 science education and/or leadership
Bring diverse perspectives and lived experiences
Are committed to equitable and inclusive practices in research and publishing

Ready to Contribute?

If you have an idea and would like to discuss it before submitting, please reach out to one of our column editors. We’re happy to support you in developing your manuscript.

Column Editors

Science & Children (Elementary)
Susan Cooper, EdD

Science Scope (Middle School)
Lizette Navarrete-Burks, EdD

The Science Teacher (High School)
Shannon Wachowski, MA

Submission & Reviewer Interest Form

Please indicate your interest in contributing as an author or reviewer using the form below. The form also includes author guidelines to help you prepare your manuscript.

👉 Click Here to Submit or Volunteer as a Reviewer

Deadlines: Rolling submissions accepted

Don’t see a theme that fits your idea? Don’t let that stop you from writing! We always make room for good manuscripts on any elementary science topic.

Not ready to pen a feature article?

Submit Your Manuscript

Please read our manuscript guidelines before submitting your manuscript. Manuscripts should be submitted electronically; once online, follow the steps for New Author Registration.

Your 2000-word manuscript should describe a set of connected lessons or investigations that build an idea or content area

Include assessments (pre-, post- and formative) as well as enough detail that another teacher could replicate the lessons in the classroom

Examples of student work are encouraged

Questions?

Contact managing editor Valynda Mayes at vmayes@nsta.org.

Submit

Guidelines

Not ready to pen a feature article?

Consider writing a column. These shorter, focused pieces are the perfect way to share your experiences with the wider elementary science community.

New! Taking Science Outside

We all know how important it is to get students outside. Outdoor learning spaces may include schoolyards, local parks, beaches, forests, or community gardens. Outdoor learning fosters curiosity, engagement, and a connection with place through immersive discovery. When students learn science with the outdoors, they can develop deeper, more authentic connections to the natural world, apply inquiry skills in real-world and perhaps place-based contexts, and create science in action.

Place-based education enhances these experiences by grounding learning in local environments, cultures, and communities, making science more relevant and meaningful to students’ lives. Whether investigating local ecosystems, studying weather patterns, or exploring human impacts on the environment, outdoor science learning encourages students to see themselves as scientists in their own communities through multiple knowledge systems.

This new column, Taking Science Outside, invites educators to share innovative outdoor and place-based learning experiences that inspire young scientists. Whether it’s a structured lesson, a student-led investigation, or an everyday routine that incorporates wonder and awe outdoors, we want to hear how you use science beyond the classroom!

Article suggestions include but are not limited to:

Share outdoor science activities that encourage observation, questioning, and critical thinking through hands-on inquiry.
Provide strategies for engaging with and learning from local environments—schoolyards, forests, beaches, gardens, or community spaces—as living contexts for science learning.
Describe how place-based education deepens students’ transdisciplinary learning by understanding science concepts, environmental literacy, community histories, sustainability, and just futures.
Explain how teachers wrestle with key challenges and make outdoor learning equitable for all students.

Leadership Matters: Tools, Strategies, and Resources to Support Leaders

Educational leadership encompasses various roles and opportunities, from classroom experts to national policy decision-makers. In collaboration with the National Science Education Leadership Association (NSELA), Science and Children will explore aspects of developing and supporting science educator leadership within the classroom, school, district, and beyond. This column will highlight innovative, best-practice ideas in K–5 science and engineering teaching and learning that reflect the vision of A Framework for K–12 Science Education (NRC 2012) to enhance teaching and learning in preschool and elementary science classrooms. Length: 2000 words.

Article suggestions for this column include, but are not limited to, the following:

Share examples of science education leadership opportunities, enhancing the professional competence and leadership status of elementary science education.

Provide pathways that promote equitable opportunities and cultural awareness in science and STEM teaching and learning, including the involvement of families and the community.
Share ideas for universities and/or informal science institution partnerships in which efficient and effective leadership opportunities for elementary science are practiced.
Illustrate how shifts in science teaching and learning can be sustained and supported through transformative professional development and leadership roles for elementary educators.
Share practical strategies, tools, and resources elementary science leaders can use to build the confidence and capacity of elementary teachers to teach science effectively.

Please contact column editor Kathy Renfrew at krsciencelady@gmail.com for more information and submissions.

Teaching Teachers: Enhancing the repertoire of preservice and inservice teachers

With the goal of "enhancing the repertoire of preservice and inservice teachers," this column provides information for undergraduate instructors, those responsible for professional development programs, and classroom teachers seeking guidance in developing their instructional skills. A Framework for K–12 Science Education acknowledges that science certification requirements are fairly weak for elementary teachers. With the significant changes recently adopted by many school systems, inservice elementary teachers may now find themselves with additional demands. We are seeking manuscripts that focus on the needs of elementary science teachers and those entering the profession by providing deep understanding of the elements of the Next Generation Science Standards (NGSS); research-based teaching and learning strategies to help reach all students; and a solid knowledge base in STEM core ideas. As stated in the Framework, teachers also require, "… experiences that help them understand how students think, what they are capable of doing, and what they might reasonably be expected to do under supportive instructional conditions" (p. 257). Articles should be strengthened by providing an application of ideas to an actual classroom experience. Length: 2000 words

Start with Phenomena: Making Sense of the Natural and Designed World

Let’s start with the phenomena. We’ve heard a great deal about the use of phenomena recently as an essential part of implementing NGSS. What are phenomena, and how are they used in science and engineering classrooms? Where do phenomena fit within an instructional sequence or lesson?

According to NGSS, phenomena are observable events in our world where we can use science and engineering knowledge to explain, predict, or solve. Phenomena are considered the context for the work of both scientists and engineers.

For this column, we are looking for classroom-tested lessons that highlight the use of phenomena to pique student interest in developing explanations or solutions and create authentic opportunities for student learning. Whether it’s an anchor, investigative, or everyday phenomenon, tell us how you’ve used well-placed phenomena to deepen and enrich learning experiences for students. Explain how the introduction of this phenomenon helped the students engage in three-dimensional learning. Provide evidence for deep learning and student engagement when you start with phenomena. Length: 2000 words

Early Childhood Resources Review: Evaluating Science Resources

Science learning in the early years has gained renewed importance in recent years, with research pointing to young children's capacity to develop conceptual abilities. A natural outgrowth is attention to science as a topic of study in preK, Head Start, and child care programs. Practitioners, often with little background in science, are wondering what young children can learn about science and how best to teach them. To help answer these questions, Science & Children has launched this column that provides reviews of some of the best resources designed specifically for teaching science to young children. Reviewers select resources that present relevant and appropriate science content and describe inquiry-based approaches to engaging young children in the practices of science and engineering, as described in the Next Generation Science Standards. For specific resource review criteria, more information concerning providing a review for publication consideration, or to suggest a review be provided for a specific resource, contact column editor Kelly Russell at krussell@bsc.edu.

Cross-Curricular Connections: Integrated, Authentic, Purposeful Classroom Experiences

“I have no time to teach science” is the resounding cry from many teachers. The frequently heard response is, “try cross-curricular integration.” With some planning, science can be integrated with current language arts and mathematics curricula to provide meaningful learning experiences that will address all subject areas and free up classroom time.

But what does cross-curricular integration look like, and how are units and lessons developed so that they are effectively and meaningfully cross-curricular? Where can curricula integration points be found?

For this column, we would like to explore purposeful examples of cross-curricular integration. Share how cross-curricular integration enhances the learning opportunities for all students. Provide authentic examples for integrating subject areas such as language arts, mathematics, social studies, and technology with science to deepen the learning experiences. Length: 2000 words

Methods and Strategies: Ideas and techniques to help your science teaching

This column provides ideas and techniques to enhance science teaching. This is S&C’s “think piece” and connects science teaching with research on teaching and learning. This is done by sharing an account of a method or strategy used in the classroom and explaining how its use is supported by research. While the presentation of the method or strategy is often content-based, the method or strategy should be applicable to other settings and other content. Length 2000 words

Engineering Encounters: Creating a classroom culture for engineering

We are seeking column submissions that present classroom-tested, novel, and engaging lessons for preK–5 students. They should include all of the components necessary for an engineering investigation to be completed and assessed, from design to implementation. Be sure to bring the voices of students and the teacher to the manuscript. In other words, focus on application of instruction that provides a peek into the classroom. We are also interested in submissions that provide background information for the teacher that will support the teacher’s ability to construct his or her own engineering lessons. This might include suggestions as to where more information can be found concerning high-quality lessons, strategies for structuring lessons, resources that support teaching and learning, and strategies for use in evaluating lessons and materials. Length: 2000 words.

Questions?

If you have any questions about the submission process, please contact the Science and Children editor by email.

Valynda Mayes, Managing Editor