Technology-Enhanced Science Learning
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: closed (30 June 2023) | Viewed by 3363
Special Issue Editor
Interests: science teaching; game-based science learning; digital science learning; technology enhanced science learning; instructional design and learning scenarios for science teaching
Special Issue Information
Dear Colleagues,
The growth of science and technology deeply influences all dimensions of life; therefore, learning environments should move in the same direction and take advantage of all the powerful resources available to create lifelong learning experiences. Accordingly, the surge in the proliferation of technology-enhanced scientific learning and teaching provides researchers, teachers, students, instructional designers, and policy makers with rich opportunities to improve teaching and learning performances and focus on personalized learning as well. This Special Issue will focus on the impact of technology-enhanced learning and teaching on society.
In this context, this Special Issue “Technology-Enhanced Science Learning” welcomes high-quality research papers on current and future innovations in science learning and teaching using technology, addressing (but not limited to) one or more of the following research topics:
- The design of technology-enhanced science learning systems and environments;
- The integration of technologies, such as social media, web-based tools, and augmented and virtual reality, as well as games in science teaching and learning;
- Teachers’ readiness to use technologies in science classrooms;
- Theoretical frameworks and/or practical strategies on how technology can be used to enhance science teaching and learning;
- The best practices for online science teaching and learning;
- The assessment of scientific educational technology;
- Psychological, social, and cultural impacts of technology in science education;
- Methods used in technology-enhanced science learning systems (e.g., AI in science education);
- Adaptivity and personalization in science education.
We look forward to receiving your contributions.
Dr. Isaac Corbacho-Cuello
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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
- technology-enhanced science learning
- science classroom
- science learning systems
- science learning environments
- emerging science learning technologies
- science teaching and learning
- impacts of technology in science education
- science adaptive learning
- science e-learning
