Action Research and Innovation in Science Education 2024-02-23T02:32:10+03:00 Prof. Dr. Ingo Eilks FRSC Open Journal Systems <div class="pageName">Description of ARISE</div> <div> </div> <div class="articleContent"><strong>ARISE – The Journal of Action Research and Innovation in Science Education</strong><br /><strong>ISSN: 2626-9902</strong><br /><br />ARISE is an international double-blind peer-reviewed journal publishing one or two issues per year in Spring and/or Autumn . ARISE publishes academic and practitioner research in the field of science education. The scope of ARISE covers action research and related approaches like practitioner research, design research and innovation studies.<br /><br />Papers may comprise theoretical discussions, research studies, or reports on evidence based curriculum innovation. Contributions may focus on any of the science teaching/learning domains, from early childhood through secondary or tertiary levels to environmental education and informal (out-of-school, outdoors, and after school) science education. Manuscripts on science teacher education in connection to action research, classroom-based research and innovation or research-based learning in teacher education are welcome as well as papers on the methodology of action research for classroom innovation in science education. The journal language is English.<br /><br />ARISE publishes three types of papers:<br /><br />- <strong>Review and perspectives papers</strong> that provide general overviews on any theoretical topic relevant to action research and related approaches with relevance to science education (max. 10.000 words including references)<br /><br />- <strong>Research papers</strong> that report action research and related studies form the field of science education (max. 5.000 words including references)<br /><br />- <strong>Short communications</strong> raising relevant questions or reporting preliminary works from the field of action research and related approaches in science education (max. 2.000 words including references)<br /><br />ARISE is an open access electronic journal and does not charge an article publication fee of any sort (i.e. there are neither manuscript processing or publishing charges for authors, nor subscription and/or access fees for readers). The launch of the ARISE journal is part of the ERASMUS+ CBHE project Action Research to Innovate Science Teaching (ARTIST) and is co-funded by the ERASMUS+ Programme of the European Union.<br /><br />Founding editors of the journal are Prof. Ingo Eilks and Prof. Marika Kapanadze. An international editorial board is established from among members of the <a href="" target="_blank" rel="noopener"><strong>ARTIST Project</strong></a> Consortium and invited scholars in the field of science education with experience in research methods and action research.<br /><br /><strong>PUBLICATION ETHICS</strong><br /><br />ARISE follows the ethical rules set forth by<br />Related guidelines can be found <a href="" target="_blank" rel="noopener"><strong>here</strong></a>.</div> Acid Base Global - An Escape Room to Teach the Chemistry of Acids and Bases 2022-09-11T13:40:29+03:00 Chantal Lathwesen Nadja Belova <p style="font-weight: 400;">In recent years the popularity of educational escape rooms increased. To escape as fast as possible, learners must solve different puzzles in a collaborative manner. The puzzle structure is reminiscent of problem- or inquiry-based learning. Therefore, educational escape rooms are particularly suitable for science education. This paper describes the development and first evaluation of an educational escape room for the chemistry classroom called Acid Base Global. Acid Base Global deals with typical acid-bases reactions, neutralization, chemical formulas, the pH-value, identification of acids, bases and ampholytes as well as the Brønsted-Lowry-theory. It can be used to review and consolidate content knowledge and to diagnose learning difficulties. Acid Base Global was first implemented in an upper secondary chemistry course consisting of 16 students. A questionnaire containing six open questions and 16 Likert items was used for evaluation. All groups were able to escape within the given time limit, although the format was challenging for the students. Overall, learners were interested in the game concept and found it to be a fun approach to repeat and apply their chemical knowledge in a different way.</p> 2024-02-23T00:00:00+03:00 Copyright (c) 2024 Chantal Lathwesen, Nadja Belova Professionalization for Education for Sustainable Development through Action Research using the Example of a University Course 2022-09-21T09:21:53+03:00 Franz Rauch <p>The interdisciplinary character as well as the current and future relevance of the sustainability debate with all its inherent dilemmas and uncertainties, can provide fertile ground for educational innovation. Against this background, a team at the University of Klagenfurt, together with FORUM Umweltbildung and colleagues at teacher training colleges in Austria, designed the four-semester in-service course "BINE - Education for Sustainable Development - Innovations in Education". The aim of BINE is that the participants deal with the topics of sustainable development (SD) and education for sustainable development (ESD) as a learning community. An important element of this is the systematic reflection of innovations in their own practice within the framework of an action research study. The action research process provides a learning basis to promote the concepts of ESD as well as research and implementation skills of the participants. While sustainability topics are used as a vehicle for emancipatory education on the one hand, they are intended to trigger concrete sustainable social development processes on the other. This implies a great challenge, but also holds considerable potential for educational processes. With regard to sustainable development, education in the context of ESD means addressing questions in concrete fields of action about how the future can be shaped sustainably. This includes precise observation, analysis, evaluation and cooperative design of a concrete situation. Reflective action competence - and not blind action or unreflective action patterns - is a main goal of learning (Rauch &amp; Pfaffenwimmer 2020).</p> 2024-02-23T00:00:00+03:00 Copyright (c) 2023 Franz Rauch The Importance of School and Company Cooperation in Promoting Science Education in Georgia 2023-07-18T09:29:25+03:00 Natela Bagatrishvili <p>The article examines the cycles and results of an action research carried out as part of the ARTiST project implemented in Georgia with the participation of students from Telavi Public School N7. The activities of the teacher in the context of the action research and the study results are highlighted; the positive changes in terms of the development of practical skills of the students in the project-based activities are dealt with. In particular, the article describes how school science projects carried out in collaboration with a company change the meaning of the perspective of applying knowledge and experiences that students have gained in school in everyday life.</p> 2024-02-23T00:00:00+03:00 Copyright (c) 2024 Natela Bagatrishvili