Information for Authors

NESTA encourages articles for our full-color quarterly journal, The Earth Scientist (TES), that provide exemplary state-of-the-art tested classroom activities and resources focused on K-12 Earth and Space Science educators. NESTA also welcomes articles describing proven innovations in pedagogical approaches for the Earth and Space Science classroom, as well as updates on in-depth science content relevant to the K-12 Earth and Space Science curriculum.

TES is published quarterly. Articles submitted by the deadline for each issue will be considered for publication for upcoming issues. NESTA also accepts a limited number of advertisements in TES – see our advertisement page for more information.

Interested authors should read our manuscript guidelines and format specifications, our policy for page charges, and supporting material regarding copyright transfer, and photograph guidelines.

Manuscripts will be reviewed for relevance and accuracy. The editor will reply to the author to inform him/her if the article has been accepted as is, accepted with revisions, or declined. When the article is accepted, the editor will send the author the Copyright Transfer form. Once the signed Copyright Transfer form has been received, article revisions completed, and journal layout finalized, the author will be billed for page charges.
Articles which are declined may be revised and resubmitted for future publication, if the author desires.

Current Issue

This special Themed issue of The Earth Scientist, sponsored by The Pennsylvania State University TESSE Team, features the work of some of the middle and high school teachers, and graduate and undergraduate students who have participated in PSU’s TESSE program over the past three years.

TESSE – Transforming Earth System Science Education – is a collaborative project among scientists and educators from the University of New Hampshire, Dillard University, Elizabeth City State University, and the Pennsylvania State University. This multi-year project is funded by the National Science Foundation (Award #0631377). In-service middle school and high school teachers enroll in a graduate-level course that includes an extended summer residential workshop focused on Earth System Science content and inquiry-based pedagogy. The summer workshop involves the active participation of pre-service teachers and graduate students majoring in an Earth Science-related field. Following the summer workshop, the graduate students act as science content experts, partnering with the in-service teachers for the academic year. The graduate students and teachers work as a team to develop and implement hands-on curricular materials and assessment vehicles. This partnership enriches the professional capabilities of the graduate students and the teachers in complementary ways, strengthening both current and future members of the educational workforce in this critical area.

The teachers and students whose works appear in this journal come from across the state of Pennsylvania and include veteran and new Earth Science teachers at both private and public schools. We are so proud to present the creative efforts of the Penn State TESSE Team, and hope you will enjoy their innovative and creative contributions!

Publications

Information for Authors

Current Issue