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Journal of Educational Research
Submission Deadline: October 15, 2019
Teaching and Learning using Makerspaces and Making
We are seeking research articles of K-12 teaching and learning in makerspaces and through making. Makerspaces and making have become more common in K-12 learning environments, increasing the need to empirically document what learning is taking place in the spaces. Unlike traditional learning environments, makerspaces and making lead to much more student-centered learning and unique interactions. The potential benefits to student motivation, engagement, and development provide motivation for determining the student outcomes when engaging in makerspace learning. Yet, there is a need for empirical studies of how makerspaces and making are influencing student learning, teacher preparation, and teacher engagement in K-12 environments.
Potential areas or topics include but are not limited to:
- Student interactions in makerspaces
- Preparing teachers to teach in makerspaces
- Student learning in makerspace curriculum
- Effective instructional approaches for teaching in makerspace environments
- Student conceptual development when learning in makerspaces
- Assessment of student learning of content knowledge using makerspaces
Creative papers focused on research on makerspace learning in K-12 education are welcome. Prospective authors can contact the Guest Editor regarding potential topics or to determine alignment with the call.
To be considered for the special issue we are asking interested authors to submit a 1-2 page prospectus. The prospectus should include details of research including setting, participants, research question, nature of the data and analysis, and implications for practice.
The editorial team will review the submitted prospectuses and select approximately 8 for inclusion in the special issue. The deadline for primary consideration in October 15, 2019.
All received submissions will go through a peer review process and will be evaluated with respect to the relevance to this special issue, level of innovation, depth of contribution, and quality of presentation. The Guest Editor will make an initial determination of the suitability and scope for all submissions. Papers that either lack originality or clarity in presentation will not be sent for review and the authors will be promptly informed in such cases. Submitted papers must not be under consideration by other journals, publications or conferences.
The submission must be clearly written and in excellent English, with a page limit of approximately 20 double spaced pages.
Authors should follow the Journal of Educational Research Instructions for Authors.
Manuscripts should be submitted online through the Taylor & Francis portal.
Prospectus Due: October 15, 2019
Authors Notified of Selection: December 1, 2019
Paper Submission Due: June 1, 2020
First round review results: July 1, 2020
Submission of revised papers: August 1, 2020
Second round review results: September 1, 2020
Submission of final papers: October 1, 2020
Manuscripts submitted for publication: October 7, 2020
Printing Target Date: December 2020
Issue Published March 2021
Please contact the Guest Editor, Louis Nadelson, directly with questions: Lnadelson1@uca.edu
Louis S. Nadelson, University of Central Arkansas