National Academy of Pedagogical Sciences, Ukrainian Institute of Arts and Sciences,
Theresa Ugonwa Okafor
Department of Science Education, Chukwuemeka Odumegwu Ojukwu University,
Uli, Anambra State, Nigeria
Bostan V. Carmen Gabriela
Curriculum Department, Institute of Educational Sciences,
Gill Puneet S.
Department of Educational Programs, Texas A&M International University,
Laredo, Texas, USA
Department of Curriculum and Instruction, World Islamic Science and Education University,
Muhammad Naseer Ud Din
Institute of Education & Research, Kohat University of Science & Technology,
Khyber Pakhtunkhwa, Pakistan
Guidelines for Submission
Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.
Papers should be formatted according to the guidelines for authors (see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=197). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.
The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.
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The quality of students’ understanding of science is low, due to the students' low interest in science and the material contents of science concept that are abstract so it is difficult to understand. Learning science cannot be taught only by lectures or discussions, but students must experience firsthand how science is developed through scientific processes based on phenomena and events in everyday life. Students are expected to find their own understanding of the concept (inquiry) through the process of visits to learning objects outside the classroom both in the surrounding natural environment or industrial places that apply science in everyday life. Students 'curiosity about science will increase and students' understanding of science concepts will grow and develop well. Learning activities like this will be effective learning models in solving the problem of science learning.