The International Journal of Science Education (A) is firmly established as an authoritative voice in the world of science education. IJSE(A) publishes scholarly papers that focus on the teaching and learning of science in school settings ranging from early childhood to university education. It bridges the gap between research and practice, providing information, ideas and opinion. As a truly international journal, IJSE(A) welcomes contributions from any country provided that the authors explain their local contexts and demonstrate the significance of their work for a global readership.
Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal publishes papers in several categories, outlined below. From time to time, a special issue, guest-edited by one or several acknowledged experts, is devoted to a topic of major interest and importance.
IJSE(A) is concerned with science education but also welcomes manuscripts on the integration of science education with other disciplines, in particular, STEM (Science, Technology, Engineering, Mathematics) or, geography, social sciences and the arts.
Submissions that are concerned with science (as distinct with science education) or with general educational matters will not be considered for publication. Authors with any questions about the likely acceptability of a paper are invited to contact the Editor-in-Chief before making a submission.
IJSE(A) carries the following types of articles:
• Empirical research papers
These are accounts of empirical investigations that are theory-based and embedded in a critical review of relevant literature. Manuscripts should include an account of the methodology and procedures used, explain the analysis carried out and the conclusions reached, draw implications for educational theory and practice, and point to possible future research.
• Position papers
These consist of analytical, interpretive, or persuasive essays on the origin, nature, and possible address to, identified problems, challenges, or opportunities, either being faced or likely to be faced by the practice of science education across the world, including educational, social, or philosophical issues and trends. This category particularly seeks to promote informed dialogues about science education and carefully reasoned papers representing disparate viewpoints are welcomed.
• Theoretical papers
These discuss the nature and academic standing of theories about research into and the practice of science education. Theoretical papers can be written from a particular historical or philosophical perspective. Critical reviews and analyses of the research literature about a certain topic or theme fall into this category.
• Comments and criticisms
These should contain expressions of opinion or information relating to articles published previously, or to matters of interest to science educators. This section of IJSE allows readers the opportunity to express any reasonable view on a matter relevant to science teaching and learning. Submissions for this category are limited to 2000 words.
IJSE’s associated journal, International Journal of Science Education, Part B: Communication and Public Engagement, is concerned with the communication between, and the engagement by, individuals and groups concerning evidence-based information about the nature, outcomes, and social consequences, of science and technology.
Readership:
Science education researchers and science educators worldwide.
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized referring by at least two anonymous referees.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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