Exploring Interaction and Argumentation in the Science Classroom
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".
Deadline for manuscript submissions: 31 March 2025 | Viewed by 82
Special Issue Editor
Special Issue Information
Dear Colleagues,
In the rapidly evolving educational landscape, there is an increasing emphasis on integrating digital technologies and artificial intelligence to enhance teaching and learning processes. Recent research highlights the importance of fostering students’ scientific argumentation skills in order to develop their critical thinking and problem-solving abilities. Digital learning environments have become pivotal in enhancing these skills, offering interactive and engaging platforms for scientific inquiry. Additionally, understanding the nature and philosophy of science is crucial in shaping effective educational practices. As education systems worldwide strive to adapt to these advancements, there is a pressing need to explore and implement innovative strategies that bridge theoretical knowledge and practical application, ensuring that students are well-equipped to navigate and succeed in the digital age. This Special Issue aims to delve into these pertinent topics, providing valuable insights for educators, researchers, and policymakers.
This Special Issue aims to explore cutting-edge research in the fields of science education and general education, with a particular focus on the latest developments in scientific argumentation, digital learning, and artificial intelligence (AI). The articles included in this Special Issue will address a range of topics, including the application of digital tools and AI in scientific inquiry, teaching strategies for scientific concepts, the development and assessment of students' scientific argumentation skills, and how digital learning environments can enhance students' understanding and inquiry abilities in science. Additionally, this Special Issue will delve into the nature of science and the philosophy of science, examining how these foundational aspects impact teaching and learning practices. This Special Issue aims to provide valuable insights for educators, researchers, and policymakers, fostering the integration of educational practice and theory to enhance student engagement and achievement in scientific argumentation learning. By exploring these diverse yet interconnected topics, this Special Issue seeks to deepen our understanding of how to effectively teach scientific argumentation in the digital age, particularly with the integration of AI technologies.
Suggested themes are as follows:
- Innovative application of digital tools in science education
- Teaching and assessing scientific argumentation skills
- Impact of digital learning environments on student motivation
- Applications and effects of ai in scientific inquiry
- Role of the nature of science and philosophy of science in education
- Interdisciplinary approaches in science education
- Enhancement of scientific understanding through digital learning platforms
- Strategies for developing higher-order thinking skills
- Relationship between student engagement and learning outcomes
- Strategies for bridging educational theory and practice to promote student success
Dr. Yu-Ren Lin
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
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science education
- general education
- scientific argumentation
- digital learning
- scientific inquiry
- teaching strategies
- student engagement
- AI-enhanced argumentation learning
- AI in scientific argumentation inquiry
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