https://www.arisejournal.com/index.php/arise <div class="pageName">Description of ARISE</div> <div> </div> <div class="articleContent"><strong>ARISE – The Journal of Action Research and Innovation in Science Education</strong><br /><strong>ISSN: 2626-9902</strong><br /><br />ARISE is an international double-blind peer-reviewed journal publishing one or two issues per year in Spring and/or Autumn . ARISE publishes academic and practitioner research in the field of science education. The scope of ARISE covers action research and related approaches like practitioner research, design research and innovation studies.<br /><br />Papers may comprise theoretical discussions, research studies, or reports on evidence based curriculum innovation. Contributions may focus on any of the science teaching/learning domains, from early childhood through secondary or tertiary levels to environmental education and informal (out-of-school, outdoors, and after school) science education. Manuscripts on science teacher education in connection to action research, classroom-based research and innovation or research-based learning in teacher education are welcome as well as papers on the methodology of action research for classroom innovation in science education. The journal language is English.<br /><br />ARISE publishes three types of papers:<br /><br />- <strong>Review and perspectives papers</strong> that provide general overviews on any theoretical topic relevant to action research and related approaches with relevance to science education (max. 10.000 words including references)<br /><br />- <strong>Research papers</strong> that report action research and related studies form the field of science education (max. 5.000 words including references)<br /><br />- <strong>Short communications</strong> raising relevant questions or reporting preliminary works from the field of action research and related approaches in science education (max. 2.000 words including references)<br /><br />ARISE is an open access electronic journal and does not charge an article publication fee of any sort (i.e. there are neither manuscript processing or publishing charges for authors, nor subscription and/or access fees for readers). The launch of the ARISE journal is part of the ERASMUS+ CBHE project Action Research to Innovate Science Teaching (ARTIST) and is co-funded by the ERASMUS+ Programme of the European Union.<br /><br />Founding editors of the journal are Prof. Ingo Eilks and Prof. Marika Kapanadze. An international editorial board is established from among members of the <a href="http://www.erasmus-artist.eu/" target="_blank" rel="noopener"><strong>ARTIST Project</strong></a> Consortium and invited scholars in the field of science education with experience in research methods and action research.<br /><br /><strong>PUBLICATION ETHICS</strong><br /><br />ARISE follows the ethical rules set forth by publicationethics.org<br />Related guidelines can be found <a href="https://publicationethics.org/guidance/Guidelines" target="_blank" rel="noopener"><strong>here</strong></a>.</div> iSER - The International Society of Educational Research en-US Action Research and Innovation in Science Education 2626-9902 <p>Copyright © Authors</p> https://www.arisejournal.com/index.php/arise/article/view/51 <p>Learners often take part in science instruction bringing with them different perceptions of concepts and skills or those that are inconsistent with the target knowledge. True understanding of information is attained when students are provided opportunities to make meaning from data and evidences. Hence, corridor demonstrations were developed in this study. Corridor demonstrations are ready-to-use experimental setups installed along a corridor, which may be manipulated by students with or without teachers’ supervision. This pioneering study discusses students’ conceptual change in grade 9 electricity and magnetism topics after using corridor demonstrations as learning materials. Corridor demonstrations on electromagnetic induction, AC generator, DC generator, transformer, solar energy and wind energy, were developed by the researcher and validated by experts. Students’ conceptual understanding were evaluated using a researcher-made and expert-validated test questionnaire. Using paired samples t-test, the results showed that students’ post-test average conceptual understanding (49%) is significantly higher than their pre-test result (29.3%), with p=.002. This difference may be attributed to the students’ experiences using the corridor demonstrations, that helped them understand the relationship of variables, apply the concepts that they learned, acquire a deeper understanding of how things work. Qualitative data including quotations from the focus group discussions and written responses in test items provide an in-depth look at the influence of using corridor demonstrations in the students’ conceptual understanding in physics. Further research on the learning materials and its pedagogical practicality are recommended.</p> Mariane Grace Cabiles Ivan Culaba Cornelia Soto Copyright (c) 2025 Mariane Grace Cabiles, Ivan Culaba, Cornelia Soto https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-04 2025-12-04 7 1 1 4 10.51724/arise.51