CSL Call for Contributions
The editors of Connected Science Learning encourage you to submit a manuscript on any topic related to bridging in-school and out-of-school STEM learning. Although each issue is organized around a theme, your manuscript does not have to be related to a specific theme and can be of general interest to the journal's audience. In order to be considered for publication, manuscripts must adhere to the journal's submission guidelines. Connected Science Learning also features a number of columns that may be a good fit for your manuscript. Upcoming themes and column descriptions are found below.
Volume 3, Issue 2: Coding, Computer Science, and Computational Thinking
To be published March to April 2021
Submission deadline: November 15, 2020
Careers in computer science and information technology are experiencing growth at a faster rate than jobs in other sectors. In-school and out-of-school activities incorporating robotics, drones, and coding, as well as virtual and artificial reality, are increasingly popular. Using Mathematics and Computational Thinking is one of the eight NGSS science and engineering practices, and many states are beginning to systematically include computer science in K–12 education. Skills such as organizing and searching data, creating algorithms, and designing simulations are increasingly important. The national CS4All movement strives to prepare all K–12 students to “be creators in the digital economy, not just consumers, and to be active citizens in our technology-driven world.”
This issue of Connected Science Learning focuses on innovative and collaborative STEM learning experiences that engage young people in coding, computer science, and computational thinking and prepare educators to effectively lead such experiences.
Volume 3, Issue 3: Science Communication
To be published May to June 2021
Submission deadline: February 15, 2021
According to Communicating Science Effectively: A Research Agenda, published by the National Academies Press:
"Science communication is more complex than simply translating the jargon of science into language the public understands. Its complexity stems from the diversity and interconnectedness of its many elements, including the goals for communicating, the content being conveyed, the format in which it is presented, and the individuals and organizations involved. People approach science communication from their own starting points—a combination of expectations, knowledge, skills, beliefs, and values that are in turn shaped by broader social, political, and economic influences. … Moreover, the communication landscape is changing dramatically in ways that offer unprecedented opportunities to communicate and connect with others but also pose many challenges."
Clearly, there are pros and cons as well as unintended consequences resulting from changes in how science is communicated. We learn about advances in science practically in real time—yet, this bypasses the vetting traditionally provided by the peer review process, which is designed to ensure the integrity of what is published. There’s so much available science news, from many different sources and with different agendas, that it can be difficult for even practiced scientists to evaluate and interpret. The fact that communication is also a dialogue—more than a one-way transmission of information—presents its own set of opportunities and challenges.
For this issue of Connected Science Learning, we are seeking submissions about the various ways that STEM educators are preparing young people to be sophisticated and conscientious consumers and producers of science news—and, importantly, to be able to participate in productive dialogue about science in ways that allow for listening to, learning from, and understanding others. We also encourage submissions about the efforts of scientists and engineers to communicate and engage in dialogue about STEM with young people.
Suggested length for feature articles is 2,000 to 4,000 words, excluding references and media/supplemental material. See separate details below regarding the word limit associated with departments in the journal.
Media Components Highly Encouraged
Being an online journal, Connected Science Learning allows for all types of media to be embedded into the articles and departments. We will give preference to articles that have such supplemental material, including videos, podcasts, links to PowerPoints and websites, and other technologies.
Ongoing Connected Science Learning Departments
Connected Science Learning publishes both full-length articles (approximately 2,000-4,000 words) and Briefs (approximately 500 words). Word counts are exclusive of references, figure captions, and other media/supplemental materials. Full-length articles are published under one of the departments listed below or in a more general Feature department.
Research to Practice, Practice to Research
Articles in this department foster a research-to-practice cycle that better connects practitioners to the growing research and knowledge base about STEM learning, and researchers to the world and needs of practitioners.
Articles in this department describe new, innovative connections between out-of-school STEM programs and preK–12 classrooms that have the potential to spread beyond the initial context, such as radio and television programs that become integral elements of classroom instruction.
Diversity and Equity
Articles in this department highlight connected STEM learning efforts that are effective at increasing participation and interest in STEM by underserved groups (e.g., minorities, low socioeconomic populations, rural communities, English language learners, special needs, and talented/gifted students). Compelling articles will include documentation of success.
The Engaged Scientist
Articles in this department highlight scientists, engineers, and other science-based professionals’ efforts to enhance connected STEM learning that engages preK–16 youth in in-school and out-of-school learning experiences.
These are short (suggested length is 500 words) items that highlight the lessons learned, curriculum considerations, or research results related to the readers of the journal, or are short descriptions of resources (e.g., publications, videos, websites) of use to professionals interested in connecting in-school and out-of-school STEM learning.
Click here to get submission guidelines, including how to create, prepare, and submit your contributions.
The editorial staff thanks you for considering Connected Science Learning as a venue for your ideas. We look forward to your contribution.