Call for Papers: Science and Children

Deadline August 15, 2022  September 15, 2022

The news is brimming with stories about natural disasters affecting different parts of the world. Whether they are geohazards such as earthquakes, tsunamis, volcanoes, or extreme weather-related events of flooding, drought, hurricanes, tornadoes, or even wildfires, humans have been and are affected by these events. Geohazards and extreme climate events wreak havoc where they occur, causing catastrophic impacts on people, environments, and economies—learning about how and why these events occur can be the first step in predicting and protecting fragile and vulnerable environments.

When students learn about the science behind natural disasters, emphasizing how potential impacts can be avoided, reduced, or mitigated, children can gain a sense of security and preparation, focusing on how engineers design solutions to monitor, measure, and minimize the effects of natural disasters.

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

• Share classroom-tested ideas where students learned about a natural disaster, including predicting or preparing for potential effects.
• Describe a three-dimensional learning experience focusing on NGSS ESS2 or ESS3.
• Share how focusing on crosscutting concepts (e.g., cause and effect or stability and change) can help students learn about natural phenomena leading to natural disasters.
• Provide engineering examples of student-designed solutions that reduce or mitigate natural hazards.

Deadline October 1, 2022

Engineers will often look to nature for inspiration and design when solving problems. Biomimetic or biomimicry use strategies found in nature to sustainably solve problems. 

The terms biomimetics and biomimicry are derived from Greek, with “bios” meaning life and “mimesis” meaning to imitate. According to Janine Benyus, co-founder of the Biomimicry Institute, biomimicry sees nature as a model, a measure, and a mentor. Studying nature’s models can provide creative inspiration. Innovative solutions are measured by how well adapted and sustainable they are. Biomimicry helps develop an appreciation for nature as students observe and evaluate possibilities.  

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

• Share a three-dimensional lesson focusing on designing a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. (1-LS1-1)
• Describe an engineering lesson inspired by biomimicry. What makes the solutions sustainable?
• Share how students have developed their creative inspiration by observing and evaluating bio-inspired designs. Do students simply imitate the structure/process or generate original ideas?
• Provide formative and/or summative assessments that provide information about student growth while involved in nature-inspired engineering.  

Deadline December 1, 2022
We are in store for an astronomical treat during the 2023–2024 school year. To prepare for the momentous events of two eclipses passing across vast sections of the United States, we will focus our September/October 2023 issue on these events. October 14, 2023, there will be an annular solar eclipse crossing from Oregon through Texas. A total solar eclipse will follow on April 8, 2024, stretching from Texas to Maine. Unfortunately, you’ll have to wait until August 12, 2045, to have another total solar eclipse with a predominately U.S. trajectory, so let’s get ready for the captivating eclipses!

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

• Share a three-dimensional lesson or unit focusing on ESS1.A or ESS1.B specifically for grades 1 or 5.
• Explain how a phenomenal event, such as an eclipse, can be used to launch student-led science and engineering practices (i.e., Planning and Carrying Out Investigations).
• Share types of misconceptions students bring to this topic and what you do to help them reconceptualize their understandings.
• Provide information about citizen science projects where elementary students can add to the crowdsourced data.
• Describe how students can become community/school resources to share information about the eclipse (e.g., when and where to see it, why it occurs, why they are so rare for a given location, how to safely view it).
• Share how to create cross-curricular investigations incorporating literacy, history, art, and mathematics as students prepare for community viewing of the eclipses.

Deadline June 1, 2023

Science and mathematics go hand in hand, yet many teachers struggle to find the connection points that would promote conceptual understandings in both areas. We all know students learn best when subjects are integrated, not siloed into “let’s put our mathematician hats on now” or “it’s science time, let’s think like scientists.” As mathematics and science educators, we need to support our colleagues by identifying and implementing effective strategies to meaningfully and purposefully integrate mathematics and science. Let’s dive deeper beyond the familiar integration points of data collection, graphing, and measurement to share purposeful ways to develop scientific and mathematical thinkers who are ready to solve problems and make sense of their world.

In a partnership with the National Council of Teachers of Mathematics’ Mathematics Teacher: Learning and Teaching PK–12, Science and Children will explore how to deepen conceptual understandings of mathematics and science through authentic learning experiences that intertwine mathematics and science in preschool and elementary classrooms.

For this collaborative issue, authors may submit companion pieces to each journal, a fully integrated science lesson with a mathematics connection to S&C (https://mc.manuscriptcentral.com/nsta/), or a fully integrated mathematics lesson with a science connection to MTLT (https://mc04.manuscriptcentral.com/mtltpk12). Articles will either appear as companion articles in respective journals or be shared as cross-curricular articles in both journals.

Article considerations include but are not limited to the following:

• Share a lesson where mathematics and science content are fully integrated, allowing students to make sense of conceptual understandings in both subject areas.
• Develop a lesson focusing on students’ reasoning abstractly and quantitatively to explain or communicate the results of scientific explorations using arguments from evidence.
• Describe a lesson or unit of study that cultivates essential understanding allowing students to view mathematics and science as tools to question, analyze, represent, and communicate findings.  
• Share a lesson where students use mathematical and computational thinking to build relationships and models to make sense of observations and collected data gathered during a scientific investigation.
• Incorporate engineering and technology with mathematics and science for a complete STEM lesson. 

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

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

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.

“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

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

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.