Action Research and Innovation in Science Education <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 published biannually in March and September. 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> iSER - The International Society of Educational Research en-US Action Research and Innovation in Science Education 2626-9902 <p>Copyright © Authors</p> Gamification in science education: a promising field for Action Research? <div class="abstractContentReal">In this editorial I outline the basic connections between playing and learning and define what a “game” actually is and how educational processes can be “gamified”. I then try to find key arguments on why games are valuable for educational purposes. Because I believe that Action Research can con-tribute to a better implementation of games in the classroom, my editorial ends with a call for papers on this issue.</div> Nadja Belova Copyright (c) 2021 2021-05-28 2021-05-28 4 1 1 3 10.12973/arise/412891 Introducing infrared cameras in the study of pigs’ physiology and health as cognitive apprenticeship in vocational education <div class="abstractContentReal">As part of a participatory action-research project, students at the vocational upper-secondary Natural Resource Use programme in Sweden were introduced to infrared cameras in their courses. Students were video recorded as they used infrared cameras in the investigation of pigs’ physiology and health in the school’s pig house and explained generated infrared images in whole-class dialogue, together with involved teachers and researcher. Students found that a pig’s injured leg has high temperature, but also, more surprisingly, udder abcesses with lower temperature than the surrounding healthy udder tissue. Students and teachers expressed excitement in explaining the results. From the perspective of seeing vocational education as a kind of cognitive apprenticeship, students’ investigations and dialogue with the teachers and researcher are characterised as an example of authentic activity in a community of learners, where expertise was distributed across all participants.</div> <div class="abstractContentReal"> <div class="icon icon-circle dirRight"><a class="singleKeyword" href=""> </a></div> </div> Jesper Haglund Frida Henriksson Copyright (c) 2021 2021-05-31 2021-05-31 4 1 5 11 10.12973/arise/841527