期刊语言：英语

出版地区：美国

万维提示

1、投稿方式：在线投稿。

2、期刊网址：http://www.lifescied.org/

3、投稿网址：

https://www.cellbiologyeducation.org/cgi-bin/main.plex

4、官网邮箱：cbe@ascb.org（编辑部）

5、官网电话：301-347-9338（编辑部）

6、期刊刊期：季刊，逢季末月出版。

2022年1月12日星期三

投稿须知【官网信息】

Information for Authors

CBE—Life Sciences Education (LSE) is an online, quarterly journal owned and published by the American Society for Cell Biology (ASCB) in editorial partnership with the Genetics Society of America. The journal publishes original, previously unpublished, peer-reviewed articles on research and evaluation related to life sciences education, as well as articles about evidence-based biology instruction at all levels. The ASCB believes that biology learning encompasses diverse fields, including math, chemistry, physics, engineering, and computer science, as well as the interdisciplinary intersections of biology with these fields. One goal of the journal is to encourage teachers and instructors to view teaching and learning the way scientists view their research, as an intellectual undertaking that is informed by systematic collection, analysis, and interpretation of data related to student learning. Target audiences include those involved in education in K–12 schools, two-year colleges, four-year colleges, science centers and museums, universities, and professional schools, including graduate students and postdoctoral researchers. All published articles are available freely online without subscription. In addition, published articles are indexed in PubMed and available through PubMed Central.

LSE is published online four times a year: March (Spring issue), June (Summer issue), September (Fall issue), and December (Winter issue). Submissions are accepted at any time. Articles are assigned to particular issues by the editors. Articles that have been edited and typeset before an issue is scheduled for release may be published in advance. Through this “continuous publication” mechanism, issues fill gradually until they are complete. To be included in an issue, manuscripts must be accepted in final form at least two months prior to the publication date.

Determining the Suitability of a Manuscript for LSE

Articles. LSE is a venue for biologists to disseminate their educational innovations to others who teach biology, as well as for dissemination of biology education research that is designed to generate more generalizable, basic knowledge about biology education. Thus, LSE publishes two types of articles: descriptions of research that breaks new ground in understanding biology teaching and learning and descriptions of the implementation and evaluation of educational innovations in the life sciences. Regardless of the nature of the work, articles should offer a logical, evidence-based chain of reasoning about the design and methods used to generate the findings and support the conclusions.

The design and interpretation of studies submitted for publication in LSE should fit the goals of the work. Articles about biology education research should describe how the study was designed and conducted to yield generalizable claims and should be applicable beyond a single course or program. Authors of this type of article are encouraged to draw from the diverse social science theories, methods, and findings to inform their work, and to clearly define terms and approaches that may be unfamiliar to a biologist audience.

Articles about educational innovations should describe the systematic collection and analysis of educational data and include rigorous reflection about the results with the aim of improving instruction. Such work can be limited to a single course or program, but the educational innovation should be sufficiently novel and the results sufficiently compelling to prompt other instructors to adapt or adopt it for use with their own students. Authors of this type of article must review relevant literature to demonstrate how a particular innovation is unique compared with previously published work.

Instructors interested in publishing their educational innovations in LSE should give careful thought to how they will assess student learning or other desired outcomes. Answering three questions can help guide the process of assessment: 1) What are your instructional or programmatic goals? 2) What should learners know or be able to do if you met your goals? 3) How can you measure or otherwise document whether learners know or are able to do what you intend? Documentation of intended outcomes can be accomplished through systematic analysis of data collected through diverse approaches, such as pretest/posttest, interviews, focus groups, surveys, or performance on coursework, including exams, papers, or lab reports. Authors should present their innovations in the same way that life scientists present their research: claims regarding efficacy must be supported by evidence. Articles that lack adequate assessment, assessment instruments, descriptions of assessment methods, or references to published assessment instruments or methods will be returned to authors without review.

All articles must include collection, analysis, and interpretation of educational data, which can be quantitative and/or qualitative in nature. In addition, LSE articles should: 1) address a clear educational problem or education research question, 2) demonstrate clear alignment among the problem or question being addressed, the design of the study or educational innovation, the claims being made, and the evidence used to support those claims, 3) describe how results are applicable or transferable to other settings, 4) be relevant to a defined audience of educators, and 5) make reference to related educational literature. Articles should include a formal Methods section, and any assessment tools (surveys, tests, assignments, interview or focus group questions, etc.) should be included as they were administered to participants as supplemental materials. The source of the assessment tool(s) should be described, including the rationale behind the selection or design of the tool(s). The online nature of the journal facilitates the inclusion of instructional materials such as syllabi, assignments, rubrics, laboratory protocols, or professional development guidelines. Science procedures, protocols, and results that are important for understanding how instruction was accomplished should be included as supplemental materials rather than in the body of the manuscript.

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更多详情：

https://www.lifescied.org/info-for-authors