On the role of publications in science education and the question of their impact and evaluation


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Authors

  • Ingo Eilks Biology & Chemistry, University of Bremen

DOI:

https://doi.org/10.51724/arise.11

Keywords:

Science education publication, publication impact, publication evaluation

Abstract

Publications play a central role when it comes to evaluation and review in the academia. They are important in cases of promotion, tenure or distribution of resources. There exists, however, a huge variety of publication types. Types range from peer-reviewed international journals, via books and teacher journals, towards textbooks and teaching materials, both in national languages and in English. The different formats correspond to all the varying fields and tasks of science education research, development, or teacher education. This communication intends to provoke discussion how to value and relate the different formats to avoid only valuing dissemination and implementation of science education outcomes by peer-reviewed, English language journals.

References

De Jong, O. (2000). Crossing the borders: chemical education research and teaching practice. University Chemistry Education, 4 (1), 31-34.

Fensham, P. (2004). Defining an identity - The evolution of science education as a field of research. Dordrecht: Springer.

Huberman, M. (1993). Linking the practitioner and researcher communities for school improvement. School Effectiveness and School Improvements, 4, 1-16.

Laudonia, I., Mamlok-Naaman, R., Abels, S., & Eilks, I. (2017). Action research in science education - An analytical review of the literature. Educational Action Research advance article.

Plomp, T., & Nieveen, N. (2010). Educational design research: Introduction and illustrative cases. Enschede: SLO Netherlands Institute for Curriculum Development.

Published

2018-12-27

How to Cite

Eilks, I. (2018). On the role of publications in science education and the question of their impact and evaluation. Action Research and Innovation in Science Education, 1(2), 19–22. https://doi.org/10.51724/arise.11