Science+Education+Journals

=This page contains information about Science Education Journals=

==General Science== The Journal of Science Teacher Education (Reviewed by Heather Malin) This journal is applicable by all sciences. It contains classroom advice - one of the articles was about guiding questioning within a physics classroom. While there are other articles that actually discuss how to include science in the elementary classroom. I like that the journal is accessible online as well as in paper form. I feel that this enables teachers to read this no matter where they are. I also feel that this specific journal keeps educators up to date with what is going on in the science community so they know what to supplement into their own classrooms.

The International Journal of Environmental and Science Education (Reviewed by Leanne Rios) [] This journal is accessible online with access to downloading the different articles through a PDF file. You can also view different articles from when it first came out in 2006 to ones that are real current for 2013. The topic ranges from concepts about teaching Envrionmental Science, to Misconceptions in teachers, and to scientific literacy. The journal also points out articles that appeared in special issues as well. Over all I think this journal is well written presented.

The Science Teacher (reviewed by Tamara McCombs) //The Science Teacher// is NSTA's peer-reviewed scholarly journal for secondary science teachers. It includes a column entitled "The New Teacher's Toolbox" which is designed to provide helpful suggestions and tips to help new teachers. "Headline Science" provides news on cutting-edge scientific research so you, as the teacher, can keep up with the latest in science. The particular issue I looked at had the theme of Science and Creativity and contained numerous activities and strategies for encouraging creativity in the classroom and particularly while doing laboratories. I loved the article, "What Microbe Are You?", which is designed to be a personality quiz for students that allows them to design their own microbe models while discovering the critical roles that microbes play in our environment. It was such a great idea! Overall I think the journal is an excellent tool for teachers no matter what their speciality!

[] Journal of science teacher education reviewed by (Joseph Konopinski) This journal proved great in depth statements for in-service teachers and their preparation. It offers immediate ways to improve conditions in classroom methods, in-service workshops, and teacher recruitment and retention. It Provides evidence through research of the effectiveness of teaching strategies, interventions, assessments, professional development, and other issues related to science teacher education It communicates ideas, theories, research, and field-oriented information related to policy, supervision, curriculum, instruction, and assessment in science teacher education.

The Science Teacher (reviewed by Bob Podlinski)
I read an article titled "Science Pipes." This is a website that allows students to create and analyze various informational resources on the internet. The article provides data from a stuents science pipe, and it was quite impressive. The original page shows the science pipeline and flowchart, then shows subsequent graphs from the mainpage. The article, while breif, gives an account of how the site works. It was well written, and the atricle was very informative. I would like to explore this site on my own and find a way to utilize it in my classroom. I would highly reccomend reading the journal, as it seems based on this aricle to be a valuable resource.

The Science Teacher (reviewed by Rachael Shearouse) I reviewed the Science Teacher journal, I love this journal. I've been using it to come up with lesson ideas since last semester. They have excellent interactive teaching ideas for a variety of science disciplines. Some of the issues may have more biology then other but overall I have found great ideas I have used in my student teaching and they have been successful. The students had fun with them and they served my objectives. I believe this is an excellent journal for any science teacher.

Science Scope (reviewed by Jim Bratcher) Science Scope is a general science education journal published by the NSTA for middle school teahcers. This journal has the scholarly-type, peer-reviewed research articles that one would normally expect but it also includes brief "teachers tips' from other science teachers working in classrooms across the U.S. You can therefore learn from other teachers what works and what doesn't in the real world. Science Scope is also a great resource for putting together effective hands-on demonstrations and inquiry activities on a limited budget. I used an idea from Science Scope in 2008 to present a lesson on the water cycle for over 200 ten to fourteen year old girls at Northampton Community College's SMaRT Girls conference and ended up spending only about $15 in materials for the day. This journal also offers teachers a myriad of opportunities to have their own work published which is often not the case with other publications. Science Scope is not sold by subscription, only members of NSTA receive it as a benefit of their membership which is only $34 per year for students and new (less than 5 years) teachers. I would highly recommend this journal to anyone teaching middle school science.

International Journal of Science Education (reviewed by Justin Tice)Upon some internet searching, I stumbled upon the International Journal of Science Education. After reviewing a few of the articles that have been put out by this scientific journal, I realized that the scope of this publication is very broad, reaching across a spectrum of age groups and subject areas. The articles, despite being sporadic in their target audience, seem to be very informative and interesting when considering the material covered within. a few examples of journal articles that I found include:**[|Effects of a Collaborative Science Intervention on High Achieving Students’ Learning Anxiety and Attitudes toward Science]**, **[|What Teachers See as Creative Incidents in Elementary Science Lessons]**, and **[|US Urban Elementary Teachers’ Knowledge and Practices in Teaching Science to English Language Learners: Results from the first year of a professional development intervention]**. These articles came from the most recent issue of the most recent volume of the International Journal of Science Education and do a good job of exemplifying the wide range of topics that are addressed within this publication. Journal of Science Teacher Education (reviewed by Kristin D'Arienzo)

This journal is formerly merged with the Journal of Elementary Science Education, which is clearly evident after looking at the available articles online before the journal was printed. Most of the articles I have looked at deal with the teaching of science in elementary schools so this journal wouldn't be the most useful journal for me. However there are other articles that deal with getting the parents involved in teaching science to their children, as well as changing the way science is taught to better reach the students in this new day and age. Again the articles available online are only the ones that are available before the print publication so there is a very limited selection to choose from. But I would still have to say that this journal isn't particularly useful in regards to my content area and grade level specialization. The journal can be found on this website [].

Journal of Science Education and Technology (reviewed by Emily Detter)

I reviewed the Journal of Science Education and Technology. The online articles that are available before being printed have a lot to do with technology and how to use it in the classroom. Some of the articles included how to use pod casting to enhance learning, simulations on the computer, and some gave examples of certain tv shows that would be of good educational use. Other articles that were published talk about why and how students learn in different environments and situations. I believe that this journal would be helpful for a secondary education teacher. I feel that these articles had good ideas that high school students would enjoy learning through. Since there were only limited numbers of articles online, it is difficult to give a complete review, but from what I can tell, this journal would be useful. []

Electric Journal of Science Education (reviewed by Shannon Jones)

This website is confusing at first. The homepage doesn't have a lot of direction but the articles are good. You can open the entire issue in a pdf format which is great to read through. Each article is listed on the homepage and you can search the entire journal or read one individual article. Most of the articles I read through involved student behavior and the connection it has to a science classroom environment. It is useful because it shows teachers what is going on around the country and not strictly in their classroom or district. It is helpful because if one teacher is having and issue, it is likely it is occurring elsewhere. Case studies are also presented and detail their findings. There is little information about science but a lot about teaching and classroom behaviors. I would use it in my classroom, it is an interesting journal to read. NSTA is engaged in an ongoing effort to "identify the qualities and standards of good science eduction." This journal reports //new// research with the intentions of furthering the progress of science. The NSTA journal would be helpful for teachers of elementary up to the college level. This publication also has an online website that has links to Professional Development Sites and Seminars in which teacher can attend. There are many helpful articles in this journal. An example of an article is //Making the Case for Action Research// by Wendy Saul. Action research is a way to improve student achievement. This article as well as the other articles can be used in research and/or higher education. This journal helps teachers and administrators to find the solutions to problems experienced in schools and ways to improve instruction.
 * The Science Teacher (Reviewed by Taylor Hartey)**

The Forensics Teacher Magazine (reviewed by Brooke E Lininger) I am listing this magazine in the General Science section because it is a publication that caters to all of the multiple content areas involved in forensic science. This is a quarterly journal that is avaiable free online or by free subscription in hard copy. There is also a complete library of back issues from (I believe) 2005 on, which are easy to access and download. Each issue of the journal is about 40 pages, and though a bit hokey in its layout (photos of people in Sherlock Holmes type costumes) and laden with advertisements for science equpiment, it contains useful teaching ideas for lessons in forensics. The Fall 2012 issue explores labs on forensic entomology, hair analysis, art theft, and fingernail identification, as well as a lesson on using the internet to explore forensics and an interview with a latent fingerprint examiner. Despite its unsophisticated format, this magazine offers some unique ideas that are directly applicable to the classroom setting with limited supplies and preparation, and therefore is a potentially useful (free) resource to consider when planning forensics specialty units.

The Science Teacher (Reviewed by Sal-Lee Patti)

The Science Teacher is a professional journal for high school science teachers and is published for members of the NSTA. Members of NSTA can look at this article for free, but anyone can access it for a cheap price. One thing I liked about this is that it is available digitally on phones and iPads, so teachers can readily access it. I looked at the October 2013 issue. What drew me to this journal was that the focused on the Next Generation Science Standards. This was a good strategy because it pertains to all science teachers and not just one discipline. The rest of the issue had interesting articles that kept my interest. I liked how they have a career of the month section that is in every journal. I think this is useful at the high school level because to you can share this with your students to get them thinking about their future and possible open them up to a career in science. I also like how they had a new teachers section and safety section in the journal.

==Life Science and Biology==

American Biology Teacher; [] (reviewed by Allie White) This journal is sponsored by the National Association of Biology Teachers. I found it to be difficult to use because you had to go through a lot of webpages to get to the information. They kept pushing getting a membership with the webpages. However, overall the information was solid, and it was a LARGE database of information. There was also no distinct way to “search” for articles you would like, so you would have to look through each edition to figure out what you would like. Overall, I would use this for my class because the information was so up to date and so solid.

The __American Biology Teacher__ is found in the NABT (National Association of Biology Teachers) website. The online version has issues ranging from 2006 to 2012. Each year has seven numbers in the volume. Each article is on topics that apply to the classroom; either new information in science, or techniques to try and get to the teaching aspect. Other articles are on assignments that teachers have done or labs that get students engaged. These articles give charts and example of how to apply the information’s. It is written in a way that most people can read it. This Journal is a good asset to have as a reference to stay on top of the profession. It allows teachers a resource to update there curriculum. I feel this website is a useful resource. Ryan Kelleher

American Biology Teacher (Reviewed by Joe Pereira) //American Biology Teacher// is a peer-reviewed journal that covers a variety of subjects in the Biology field. The different issues have, overall, the same format. They have a few articles to read and sometimes an investigation section that delves more deeply into a subject. Then the best part of the journal, I think, is the How-To-Do-Its section. This section describes activities that you can do with your students and it gives you the overall idea they should be getting from that lesson. I think this is a really good journal to get because it really breaks things down, in terms of how to teach a subject and what the students should be getting out of it other then the material you are teaching them.

American Biology Teacher (Josh Egner) The American Biology Teacher journal seems to be the most known journal because it is from NABT.org. The journal itself covers a wide variety of topics each month that any high school biology teacher would be interested. The articles include pictures and easy to read text. The journal comes out mostly on a monthly basis but some months are skipped. Online, a teacher can view one article from each past issue as well as the current issue. A member of NABT.org however can view the full issue online. Hard copies can also be purchased however they are very expensive. I would recommend this journal if it was cheaper and made more available for teachers to purchase to have copies around the high school room. The American Biology Teacher journal has everything a teacher would need and without looking at the price, I would highly recommend it.

Chapter 4: Teaching Ecology by Evolving and Revolving.Authors:Hitchcock, Harry Melear, Claudia,Source: Exemplary Science in Grades 9-12: Standards-based Success Stories; 2005, p33-42, 10pDocument Type:Book ChapterSubject Terms:*ECOLOGY -- Study & teaching (reviewed by Bob Verdon) Though not exactly a //Teaching Journal,// I reviewed this timely (2005) chapter from a larger book about teaching Ecology, a favorite subject of mine.

The Chapter article described an Ecology course elective set up at two high schools in Tennessee. The course was Ecology. The teacher started with a textbook with directed reading worksheets. Over the course of several years the course relied less on the textbook and more on a website set up with lessons and instruction. The education teaching philosophy was facilitation and having students learn in a trusting environment. The philosophy was centered on a class motto, slogan and a course theme. The class motto was: __A learning place is a safe__ place. Student’s job is to take risks and challenge authority. Classroom emphasis is on discussion and debate rather than protecting self. The class slogan was: __Think Global, Act Local.__ Reflection on application of scientific processes. Look at nature as relationships and behaviorial consequences as apposed to simple memorization of facts. The __ Course Theme was: __ Energy distribution and social justice.

The teacher who set up this senior high school elective course learned techniques from several workshops he attended. Class was set up to engage students with nature. Students compiled portfolio’s of class activities such as setting up a Butterfly garden. With the motto in mind students introduced to the idea that nature has no rewards or punishments, just consequences. The class was hands-on, students constructed their own learning. The unifying concept of the course was Biodiversity. Students were very excited about this course, it grew in popularity and was successful at bringing ecology issues to these High School students.

American Biology Teacher (reviewed by Jamie Huber) I reviewed the National Association of Biology Teachers journal, "The American Biologist." The contents of the journal include articles on different teaching strategies and articles related to helping students continue their interest in the field of science. An inquiry and investigations section includes sample experiments that can be performed in class, and examples of the experiments and the data that could be surmised from the investigation. A section called research on learning that presents articles pertaining to research performed on students' learning of biological concepts. The journal also includes product reviews of books, textbooks, and classroom/lab materials. Throughout the journal are advertisements for textbook companies, companies that can supply the classroom/lab such as Ward Scientific and Nasco, and museum advertisements. At the end of the journal is a few pages advertising the NABT Professional Development Conference. This includes a schedule of events for the conference and information on how o sign up. I thought this resource was very well thoughout and could be very helpful to a current biology teacher.

The American Biology Teacher (online) By Chris Torres

I researched the online journal form. The only disadvantage to this form is that for the most part I was only able to look at abstracts for the articles I was interested in. what I did like about the online version is that there is easy access to almost any edition of the journal that has been published thus far. I really like the various subjects this journal covered. It had articles, how-to-do-it’s, research avenues, etc. For example, one idea that I really liked dealt with teaching the tree of life and how to use pipe cleaners so that students who cannot grasp this idea in a more traditional way can learn it that way. All in all, from what I had seen this journal seemed well put together and to be a valuable resource to keep in a classroom.

[] or []
====The article I researched was provided by the International Journal of Biology Education and is entitled, "Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers". The most important detail about this journal is that it was established recently with the first publication complete in September of 2011; therefore, my review of their articles may provide them some publicity! In any case, this article, although not related to my unit, was very interesting and provided valid points on the belief system(s) of secondary, science education professionals and how those belief systems affect the ways in which such professionals teach. During their study, they grouped science teachers into three categories based on their scientific/pedagogical beliefs and how that belief corresponds to their teaching style: the scientific-innovative type, the pedagogical-innovative type and the scientific-conventional type. I would not use this journal artical as a resource for a particular lesson; however, it is a good resource for those who may need insight towards who they are as a teacher and how a simple scientific or educational belief may deem benefical or impede the ways in which we go about disseminating information to our students.====

Physical Science, Chemistry and Physics
Journal of Chemical Education (reviewed by Brittany Baccaro)

The JCE has a lot of good resources. They have many topics to chose from and once a topic is chosen there is a bunch of experiments shown for that topic. The only problem is for a lot of the resources you have to subscribe. You can look up activities, blogs, news in chemistry education and much more. There are also a lot of videos of experiments if you are not able to perform the experiments for you class because of resources or another issue. One thing I really liked was there was a link for web software. This could be helpful in explaining molecules and the different structures they form. I see a lot of good sources here as long as you subscribe and look into them.

Journal of Science Teacher Education (reviewed by Kassi Brady)

The Journal of Science Teacher Education was different from the ones I was looking at on the internet. I found it useful for any teacher because the articles cover an array of topics handy for any classroom. This journal gave you insight into the how any science should be taught in the classroom environment.The journal aslo had individual sections for certain science subjects. It also ranged between grade levels for the articles that were in it as well. The time span for the articles are from 1989 to 2012 and are compiled into 23 volumes but are available in full pdf form.

Journal of Chemical Education (reviewed by Sara Shatt)

The JCE is an online journal, branching from the American Chemical Society journal. This online journal has articles on varying topics within the field of chemical education. I like this journal because it is easy to navigate. The abstracts are all available to read for free and easily organized to find what you're looking for. Some full length papers are also available to read for free online, but most of the papers you have to pay for to access that entire body. In addition to journal articles, the site has several resources to assist in the teaching of chemistry. All in all, it is a worthwhile journal to check out. []

Journal of Chemical Education (reviewed by Trina Carito)

This Journal has a variety of full length resources as well as abstracts to published papers by various chemists. There are a multitude of labs which canm be utilized in the classroom, and lab results for teachers and students to compare their own results to. The journal online is very easy to use. There is a section where you can find the current issue as well as past issues, where most articles can be downloaded by adobe. There is a catelong to buy resourses, as well as various demo movie clips to show how some experiments should be carried out.There is a very useful section to the website, //JCE// SymMath: Symbolic Mathematics in Chemistry, this has a couple articles and tutorials specific to math used in chemistry calculations. This feature would greatly befit students who need extra help with those calculations, and could also give the teacher a different avenue to work with. This Journal can be found at [].

Journal of Chemical Education (reviewed by Thomas Kotch)

I was an avid reader of J. Chem. Ed. throughout the late 80s and the 90s and I always enjoyed the articles contained in the Journal. However, it always seemed to be directed toward college level classes. The Journal normally conatined a great deal of physical and organic chemistry ideas but its utility for high school teachers was limited. I was happy to see that J. Chem. Ed. has apparently changed its scope a bit to make it more accessible to high school teachers and general chemistry. The Journal is subdivided into sections and it is easy to locate relevant articles. The sections Chemistry for Everyone and Chemical Education today are particularly useful for the high school classroom. Also, it seems as if there is a stron effort on the part of the editors to foster cross-curricular ideas or activities. For example, one issue devotes time to using theater to introduce students to chemistry. Another takes an approach to learning chemistry through art.

Journal of Chemical Education (reviewed by Whitney Twining)

I also chose the JCE journal for my review. This is a branch of the ACS and is something I use quite frequently. I find it extremely helpful and interesting. Research is always beneficial because the range of topics it includes is ginormous. They have many helpful articles with ideas or knowing what works and what doesn't for certain topics. The JCE shows different ways of looking at a topic and also the newest information of a particulat topic. One of the topics that I just happened to stumble upon was the topic of "green chemistry". This is very new and the JCE has great information on it. This is also something students would enjoy because it deals with the world around them or the world where they live. All the articles are peer reviewed so you know you are recieving solid and sufficient information. This journal is great and comes from a very wellknown and popular place in the chemical world--ACS--.

==Earth and Space Science== The Journal of Geoscience Education (reviewed by Bryan Freeman) For this assignment I reviewed the Journal of Geoscience Education. This journal is a peer-reviewed publication that provides articles about research and curriculum within the geo-sciences. This is not a free journal with single subscriptions running about 45$ per year but without paying you can still access some articles and information on the website. Information within the journals has an emphasis on working to improve the quality of teaching geosciences for ages of students. There are specific sections in each issue; including Curriculum and Instruction and a Research section. I think both sections would be useful to me and other future Earth Science teachers. Staying current with the research will allow teachers to provide students with the most up to date information. All teachers regardless of subject area can make use of curriculum and instruction information.

The Journal of Geoscience Education (reviewed by Randall Hall)

The Journal of Geoscience Education is a publication of the National Association of Geoscience Teachers. The NAGT "...works to foster improvement in the teaching of the earth sciences at all levels of formal and informal instruction, to emphasize the cultural significance of the earth sciences and to disseminate knowledge in this field to the general public.." (from their website) This is an extremely valuable resource to Earth Science teachers. NAGT focuses on providing support for the teaching of Earth Science. They tackle many of today's issues facing Earth and Space Science. The JGE .."is the premier peer-reviewed publication for geoscience education research at the undergraduate and pre-college levels." It is published 5 times a year and usually consists of 6-10 research papers and other reoccurring columns. Membership to the NAGT will get you the subscription to JGE, which costs a K-12 teacher in the USA $35. Articles in the the JGE focus on teaching strategies and other issues facing the Earth Science field. The articles in the journal may be hit or miss for the average teacher but do provide valuable insight to teaching theory, strategies and other issues concerning teaching Earth and Space Science.

Journal of Earth System Science Education (reviewed by Steve Beautz)

I reviewed the Journal of Earth System Science Education (JESSE). I thought it was a very usefull online journal with a lot of good resources. It has a place with a lot of learning resources and other teachers can come on and post other learning resources for everyone to use. It is strickly a online journal that you can come on and review these different resources. Seems that there are many good ideas but also not so much, but by looking at other peoples reviews on them you can pick out the good ones for teaching of sciences. It also has links to other journals that my be helpful as well. Overall, i thought it was a pretty good resource to serve educators and students by publishing and providing ready electronic access to Earth system and global change science learning resources for the classroom. chapter 4: Teaching Ecology by Evolving and Revolving.Authors:Hitchcock, Harry1 (reviewed by Bob Verden) Melear, Claudia2Source:Exemplary Science in Grades 9-12: Standards-based Success Stories; 2005, p33-42, 10pDocument Type:Book ChapterSubject Terms:*ECOLOGY -- Study & teaching The Chapter article described an Ecology course elective set up at two high schools in Tennessee. The course was Ecology. The teacher started with a textbook with directed reading worksheets. Over the course of several years the course relied less on the textbook and more on a website set up with lessons and instruction much of it student driven. The education teaching philosophy was facilitation and having students learn in a trusting environment. The philosophy was centered on a class motto, slogan and a course theme. The class motto was: __A learning place is a safe place__. Student’s job is to take risks and challenge authority. Classroom emphasis is on discussion and debate rather than protecting self. The class slogan was: __Think Global, Act Local.__ Reflection on application of scientific processes. Look at nature as relationships and behaviorial consequences as apposed to simple memorization of facts. __ Course Theme: __ Energy distribution and social justice.

The teacher learned techniques from several workshops he attended. Class was set up to engage students with nature. Students compiled portfolio’s of class activities such as setting up a Butterfly garden. With the motto in mind students introduced to the idea that nature has no rewards or punishments, just consequences. The class was hands-on, students constructed their own learning.

The unifying concept of the course was Biodiversity. Students were very excited about this course, it grew in popularity and was successful at bringing ecology issues to these High School students.