The Journal of Education in Science, Environment and Health (JESEH) is a peer-reviewed scholarly online journal. The JESEH is published twice a year in January and July.
The manuscripts which are accepted for publication in the JESEH before January are published in January.
The manuscripts which are accepted for publication in the JESEH before July are published in July.
The JESEH welcomes any research papers on education in science, snvironment and health using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, book reviews, and review articles. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the JESEH.
The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation
Sayfalar 110 - 125 Jana Craig-Hare, Marilyn Ault, Amber Rowland
Examination of Students’ Small Groups Discussion in Argumentation Process: Scientific and Socio-Scientific Issues
Sayfalar 126 - 137 Esra Kabatas Memis, Ebru Ezberci Cevik
Characterizing Middle Grade Students’ Integrated Alternative Science Knowledge about the Effects of Climate Change
Sayfalar 138 - 156 Sarah J Fick, Nancy Butler Songer
Preservice Teachers’ Perception Levels Concerning Consumer Environmental Consciousness
Sayfalar 157 - 164 Yurdal Dikmenli
Broad-based Participatory Inquiry into the Definition and Scope of Disaster
Sayfalar 165 - 182 Fulya Ozturk Tasci, Ayse Oguz Unver
Promoting Physics Literacy through Enquiry-based Learning Online
Sayfalar 183 - 195 Wan Ng, Elizabeth Angstmann
Improving the Pedagogical Content Knowledge (PCK) among Cycle 3 In-Service Chemistry Teachers Attending the Training Program at the Faculty of Education, Lebanese University
Sayfalar 196 - 212 Zalpha Ayoubi, Suzanne El Takach, Muhammad Rawas
The Babushka Concept – An Instructional Sequence to Enhance Laboratory Learning in Science Education
Sayfalar 213 - 222 Sofie Gårdebjer, Anette Larsson, Tom Adawi