Source: Journal of Science Teacher Education, Volume 23, Issue 6, pp 559-577. October 2012.
The authors examined whether science teaching journals’ recommendations are anchored to high-quality evidence.
The authors found that
(a) most National Science Teacher Association journals’ science literacy recommendations have weak or no evidence base and
(b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research.
The authors concluded that authors, editors, and reviewers need to encourage evidence-based practices anchored to ongoing reforms and to literacy and science education research.