JoinCall for Papers
Connected Science Learning
Write for Our Informal Science Journal
The editors of Connected Science Learning (CSL) encourage you to submit a manuscript on any topic related to bridging in-school and out-of-school STEM learning.
Upcoming Themes
Don’t see a theme that fits your idea? Don’t let that stop you from writing! We always make room for good manuscripts on any informal science topic.
March/April 2025
Being Smart about Artificial Intelligence
Deadline: January 2025
According to UNESCO, “Artificial Intelligence has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and accelerate progress towards” ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
This issue explores the innovative ways that AI is showing up in STEM learning experiences in and out of school. How are educators collaborating with subject matter experts to help students learn about this cutting-edge topic and prepare them for the future? How can AI be used to help plan, design, or implement learning experiences? What other ways is AI impacting STEM education?
July/August 2025
Youth Voice in STEM Learning
Deadline: March 2025
A recent study by the Afterschool Alliance explores the question: “What does youth voice look like in STEM programs?” Many survey respondents reported that community engagement is an effective way to make STEM relevant and meaningful for youth. In addition, Youth Voice is identified as one of twelve research-based characteristics of high-quality STEM programs in the Dimensions of Success framework.
In this issue of Connected Science Learning we explore how engaging students in real community issues can inspire young people to be the drivers of their own learning, develop and apply their STEM knowledge and skills in authentic ways, and discover how STEM is relevant to their lives. Topics for on-theme articles might include, but are not limited to, the following:
- strategies for partnering with community organizations to provide authentic STEM learning experiences.
- instructional practices and tools for encouraging youth voice and agency within a STEM learning experience.
- activities for guiding youth to identify STEM-related issues in their community and develop solutions to address them using STEM skills.
- Success stories about working with community experts to engage youth as collaborators in addressing local STEM issues.
- examples of effective programs that enable youth voice, providing evidence of success, tips, and lessons learned.
November/December 2025
Cutting Edge Science and Engineering in STEM Learning
Deadline: July 2025
The pace of change in science, engineering, and technology is faster than it has ever been. How can STEM educators keep up? What sorts of STEM learning experiences help young people develop the skills and knowledge for informed civic engagement now and in the future? What are some effective strategies to building career awareness and interest so that all young people know about the possibilities of the future and believe these possibilities are accessible?
This issue explores ways that schools and other STEM education organizations can partner with researchers and/or industry experts to provide young people with learning experiences that prepare them for life beyond school as informed citizens and workforce participants.
January/February 2026
Data, Data Everywhere!
Deadline: September 2025
Young people today face novel opportunities and challenges as they navigate an increasingly data-centric world. As rapidly as their engagement with data changes, so too are the literacies they need to navigate it safely and as critically engaged citizens. Data science and data science literacy represent productive frames for supporting learners as they develop as savvy creators and users of data. How can STEM educators scaffold learning experiences to bring data science into learning experiences even for the youngest learners? What sorts of collaborations between schools and nonprofit organizations, universities, or the business community can help bring this cutting-edge topic to the classroom?
To paraphrase the NSTA position statement on this topic, released May 2024: Data science is a collaborative science, using complex data and methods to explain trends and patterns. Its interdisciplinary nature makes it an ideal topic for connected science learning that support youth in developing as informed users of data.
Connected Science Learning, in parallel with the efforts of NSTA’s K-12 journals to explore this topic, is eager to explore data science through the lens of the journal’s unique focus. We invite submissions on a wide range of data science topics that bridge the gap between in- and out-of-school STEM learning, such as data science inquiry and skill development, culturally responsive data sets and practices, critical data literacy, data collection with children, data visualization, and more.
Ongoing
Bridging the Gap Between In- and Out-of-School STEM Learning
Here at Connected Science Learning, we receive so many great manuscripts that generally relate to the journal’s overall focus! Thus, in 2025 we’ve decided to focus every other issue broadly on the reasons that this journal came to be. Please keep submissions coming about programs that bridge the gap between in- and out-of-school STEM learning, perhaps in one of the following ways:
- Incorporating blended practices from and across formal and informal settings,
- Illustrating authentic collaboration and co-creation across settings and organizations
- Utilizing transdisciplinary approaches and integration within STEM and with other fields
- Demonstrating the value of partnership to meet STEM learning goals
- Supporting classroom teachers in non-traditional ways
- Engaging youth in the community
- Building career exposure and awareness
- And more!
Manuscript submissions on these topics are welcome at any time and will be considered in the order in which they are received.
Submit Your Manuscript
Please read our manuscript guidelines before submitting your manuscript. Manuscripts should be submitted electronically; once online, follow the steps for New Author Registration.
Suggested length for feature articles is 2,000 to 4,000 words, excluding references and media/supplemental material. See separate details below regarding the word limit associated with departments in the journal.
Being an online journal, Connected Science Learning allows for all types of media to be embedded into the articles and departments. We will give preference to articles that have such supplemental material, including videos, podcasts, links to PowerPoints and websites, and other technologies.
Editorial Questions
Beth Murphy
Connected Science Learning, Field Editor
connectedscience@nsta.org.
Submission Process Questions
Valynda Mayes
Connected Science Learning, Managing Editor
vmayes@nsta.org.
Ongoing Connected Science Learning Departments
Connected Science Learning publishes both full-length articles (approximately 2,000-4,000 words) and Briefs (approximately 500 words). Word counts are exclusive of references, figure captions, and other media/supplemental materials. Full-length articles are published under one of the departments listed below or in a more general Feature department.
Research Articles
Research to Practice, Practice to Research
Articles in this department foster a research-to-practice cycle that better connects practitioners to the growing research and knowledge base about STEM learning, and researchers to the world and needs of practitioners.
Reports
Emerging Connections
Articles in this department describe new, innovative connections between out-of-school STEM programs and preK–12 classrooms that have the potential to spread beyond the initial context, such as radio and television programs that become integral elements of classroom instruction.
Diversity and Equity
Articles in this department highlight connected STEM learning efforts that are effective at increasing participation and interest in STEM by underserved groups (e.g., minorities, low socioeconomic populations, rural communities, English language learners, special needs, and talented/gifted students). Compelling articles will include documentation of success.
The Engaged Scientist
Articles in this department highlight scientists, engineers, and other science-based professionals’ efforts to enhance connected STEM learning that engages preK–16 youth in in-school and out-of-school learning experiences.
Brief Reports
These are short (suggested length is 500 words) items that highlight the lessons learned, curriculum considerations, or research results related to the readers of the journal, or are short descriptions of resources (e.g., publications, videos, websites) of use to professionals interested in connecting in-school and out-of-school STEM learning.
Letters to the Editor
Letters should be submitted in a timely manner and focus directly on an issue or topic addressed in a recent issue of CSL. Limit letters to 300 words. Submissions will be reviewed by the journal’s editorial team and, if published, authors of any referenced CSL articles will have the chance to respond. Please send letters to the editor directly to the Editor or the Managing Editor.
Invited papers
Evaluation Insights
Sarah Dunifon, founder and principal evaluator at Improved Insights, will share relevant and practical information to help make evaluation part of every STEM learning experience.
Guest Editorial
Invited papers only.