3. Molecular and Physical Gastronomy and Education/Communication

III. MOLECULAR AND PHYSICAL GASTRONOMY AND EDUCATION/COMMUNICATION

3.1. Education Research (Section Editor: Pr Roisin Burke)
Manuscripts submitted in this part should have pedagogical content and educational relevance and insight that demonstrate an impact on teaching and learning while articulating audience level, use with students, and details for adopting and adapting the material, if applicable.

The work should show a connection to relevant educational contexts, such as curricula and knowledge and skills mapping, coursework, public communication, public understanding etc. Relevant arenas in focus include formal education (schools, universities, technical units etc.) as well as non-formal education (museums, exhibitions, forums, etc.), of various age groups, from pre-school to tertiary education and life-long learning, also including in-service education and learning.

Multiple perspectives on education are possible, such as art, history, anthropology, social sciences, education, educational philosophy/theory, educational  systems and policy, teaching/learning practices, methods-outcomes and impacts, learners’ and/or educators’ engagement and attitudes, assessment, educational technologies etc., as molecular and physical gastronomy is concerned.

Manuscripts are also accepted on topics related to molecular and physical gastronomy and communication, such as (but not restricted to):
    • communication, collaboration and knowledge transfer between fields of practice and actors therein
    • history of communication
    • communication-oriented literary/linguistic aspects
    • journalism and media
    • public engagement/understanding/perception
    • discourse/debates/controversies (public or otherwise)
    • education and learning in non-formal contexts (museums, exhibitions etc.),
    • medialisation and mediating tools
    • publication and social media
    • molecular and physical gastronomy in the public sphere
    • discussions of proto-science/anti-science/para-science
    • popularisation
    • policy and politics

3.2. Development, practices and policy (Section Editor: Pr Roisin Burke)
The journal accepts descriptive manuscripts about educational development and innovation (courses, sequences, teaching materials, etc.), "how to do" (practical, multimedia material), educational documents, trends and policy documents etc. Here the aim is to share/develop materials and methods rather than to produce new knowledge. The novelty/originality criterion still applies, and the section should not publish material found elsewhere (regardless of medium). Translated versions of existing content with the intention to share material internationally are accepted only if they are reconceptualised to an international context, without wording overlap.

3.2.1. New instructional methods, and pedagogies
This category may have a certain overlap with educational research papers, the main difference being that articles in this “New instructional methods and pedagogies”  section aim to share methods/thinking rather than develop new knowledge on teaching, learning or communication. A submission in this section must:
    • demonstrate scientific and scholarly rigour, supported by up-to-date citations to relevant literature and guided by a rationale for how the work fits into existing knowledge
    • exhibit novelty through original scholarship or a creative or innovative practice.
    • have pedagogical content and educational relevance and insight that demonstrate an impact on teaching and learning while articulating audience level, use with students, and details for adopting and adapting the material, if applicable
    • be useful to readers by showing a connection to teaching and learning within the context of curricula or coursework
    • present well-developed ideas in a comprehensive, organized discussion written in clear, concise English (UK spelling)
    • making effective use of display elements (figures, diagrams, tables, etc.).

Submitted material may include digital multimedia material.

3.2.2. Courses
Course descriptions can be given at any level, from primary school to continuous education, spanning from teaching molecular gastronomy to using molecular gastronomy for teaching.
An introduction is needed for explaining the context in which the course is given.
Submitting of plain educational material (copies of slides etc.) is not sufficient, and the accounts must include descriptions of context, aims, and explanations of topics taught. The reviewing process cannot reproach to the authors of teaching a matter that is discussed elsewhere, but they will consider the originality of the material proposed and propose improvements (without obligation for the authors to accept them in their teaching). Among the review criteria are the coherence and originality of the course, in view of the context given in the introduction of the manuscript.

3.2.3. How to do and educational material
The “How to do” articles describe a process for making a special technical procedure easier. Here, a bibliography is not needed, but it is appropriate when it describes a new version of an already published process (two references maximum). Material used for teaching can be published, i.e., presentation of videos, protocols for practical experiments, etc.  Such materials should be accompanied by descriptions of context, level, aims etc. Submissions may include digital multimedia material. Review rules apply as for other original articles.

For the purpose of indexing, a title and keywords are necessary. Tables, diagrams and figures can be included. Authors can also submit videos or other multimedia as supplemental material. Examples of submissions include but are not limited to reviews of the literature on a fresh or controversial topic (based on bibliography) or a technical procedure. For the general structure, see the instructions of the original articles and reviews.

3.2.4. Practices, trends and policy
Submissions in this category may give a review of what is waited for new scientific, technical practices in education and communication, or descriptions of policy and societal trends with relevance to molecular and physical gastronomy and education or communication. Digital multimedia content can be included as part of these submissions.