Early Career Innovations in Science Education Research: Introduction to the Special Issue

Helen Georgiou; Reece Mills; Kimberley Wilson

doi:10.1007/s11165-023-10137-2

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Early Career Innovations in Science Education Research: Introduction to the Special Issue

Editorial

Open access

Early Career Innovations in Science Education Research: Introduction to the Special Issue

Helen Georgiou, Reece Mills and Kimberley Wilson

Research in Science Education, Vol.54(1), pp.1-11

2024

DOI: https://doi.org/10.1007/s11165-023-10137-2

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Abstract

Early career research

Science education research

History

Innovations

Science education research has typically been aligned with a collection of familiar topics and ideas. However, the field, like many others, is becoming ever more varied as it responds to a range of remarkable social, cultural, and technological changes. In this paper, the Guest Editors of Research in Science Education's Special Issue 'Early Career Innovations in Science Education Research' reflect on the future directions of research represented in both the Early Career Researcher submissions to the Special Issue and a brief survey administered to the journal's Editorial Board members. We report on trends related to new, divergent, and creative innovations, situating these innovations in the context of the history of the field as represented by one of the world's leading science education journals.

Details

Title: Early Career Innovations in Science Education Research: Introduction to the Special Issue
Authors: Helen Georgiou (Corresponding Author) - University of Wollongong
Reece Mills (Author) - Queensland University of Technology
Kimberley Wilson (Author) - Global Education Innovations (Australia)
Publication details: Research in Science Education, Vol.54(1), pp.1-11
Publisher: Springer Dordrecht
Date published: 2024
DOI: 10.1007/s11165-023-10137-2
ISSN: 1573-1898
Copyright note: © The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Data Availability: The data that support the findings of this study are available from the corresponding author, HG, upon reasonable request.
Organisation Unit: School of Education and Tertiary Access; STEM in Education Research Theme
Language: English
Record Identifier: 991186145602621
Output Type: Editorial

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