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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.

 

Teaching Coding and Computer Science Through Connected Learning

To be published January to February 2023

Submission Deadline: November 1, 2022

According to the recently published State of Computer Science Education report, even though the pandemic has resulted in a dramatic increase in schools providing one-to-one devices for students, only around half of the high schools in the United States offer any computer science courses—and almost half of these courses are taught by teachers without a credential in teaching computer science. How can collaboration between schools and other organizations address this challenge?

This issue of Connected Science Learning explores how partnerships can help ensure that young people have access to high-quality learning experiences about coding, computer science, computational thinking, robotics, 3D printing, and other topics.  

 

Engaging With Phenomena

To be published March to April 2023

Submission Deadline: November 15, 2022

Scientific phenomena are occurrences in the natural and human-made world that can be observed, thus causing one to wonder and ask questions. Starting with phenomena shifts the learning experience from being educator led to one in which students are directly engaged in figuring something out. By centering science education on phenomena that young people are motivated to explain, the experience becomes learner-centered and shifts from learning about a topic to figuring out why or how something happens. The most powerful phenomena are culturally or personally relevant or consequential. Such phenomena highlight how understanding science help us explain what happens in the real-world and design solutions to science-related problems that matter to students, their communities, and society.

This issue explores topics such as: citizen science; place-, problem- and project-based learning; and other examples of phenomena-centered STEM experiences. (See Using Phenomena in NGSS-Designed Instruction and this STEM Teaching tool for more ideas and information.

 

Social Emotional Learning and STEM

To be published May to June 2023

Submission Deadline: January 15, 2023

According to Navigating Social and Emotional Learning from the Inside Out, “social and emotional learning (SEL) refers to the process through which individuals learn and apply a set of social, emotional, and related skills, attitudes, behaviors, and values that help direct their thoughts, feelings, and actions in ways that enable them to succeed in school, work, and life.”

STEM activities—which oftentimes require young people to collaborate with others, learn from failure, and persevere through challenges—provide exceptional opportunities for SEL. In a recent article, the nonprofit foundry10 shares strategies for helping students develop their SEL skills through STEM learning, through activities such as brainstorming, teamwork, presenting to others, and reflection.

This issue of CSL explores research and promising programs that integrate opportunities for SEL into STEM learning experiences.

 

Word Limit

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.

Emerging Connections

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.

Briefs

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.

Editorial questions should go to:

Beth Murphy
Connected Science Learning, Field Editor
connectedscience@nsta.org
 

Submission process questions should go to:

Katherine Roberts
Connected Science Learning, Project Editor
katherine.roberts@nsta.org

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