This journal publishes original articles on the latest issues and trends occurring internationally in Science (Physics, Chemistry, and Biology) curriculum, instruction, learning, policy, and preparation of Science (Physics, Chemistry, and Biology) teachers with the aim to advance our knowledge of Science (Physics, Chemistry, and Biology) education theory and practice. Moreover, this journal also covers the issues concerned with environmental education & Science (Physics, Chemistry, and Biology) physics. In addition to original articles, the journal features the following special sections:
- Learning: consisting of theoretical and empirical research studies on learning of Science (Physics, Chemistry, and Biology). We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the Science (Physics, Chemistry, and Biology) knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome.
- Issues and Trends: consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of Science (Physics, Chemistry, and Biology). This special section particularly seeks to promote informed dialogues about current issues in Science (Physics, Chemistry, and Biology) education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary.
Science (Physics, Chemistry, and Biology) Learning in Everyday Life: consisting of analytical, interpretative, or philosophical papers regarding learning Science (Physics, Chemistry, and Biology) outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop Science (Physics, Chemistry, and Biology) interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in Science (Physics, Chemistry, and Biology) learning are especially encouraged.. - Science (Physics, Chemistry, and Biology) Teacher Education: consisting of original empirical and/or theoretical research that examines the preparation of teachers, the work of teachers, or how teachers' work is influenced by a broader context. "Teacher education" refers to development throughout the continuum of ones teaching career, from pre-service, through induction, into advanced professional stages of teaching.
Science (Physics, Chemistry, and Biology) Education Policy: including reports about the goals and/or underlying principles of policies adopted by government, interest groups, school districts, etc., and their effect on Science (Physics, Chemistry, and Biology) teaching and learning. Additionally, research on Science (Physics, Chemistry, and Biology) education policy relates to a critical examination of how theory, research, and practice of Science (Physics, Chemistry, and Biology) education are influenced by policy decisions. - Science (Physics, Chemistry, and Biology) Studies and Science (Physics, Chemistry, and Biology) Education: provides a forum for interdisciplinary investigations into Science (Physics, Chemistry, and Biology) and Science (Physics, Chemistry, and Biology) education. It informs and derives perspectives from history, philosophy, anthropology, and sociology of Science (Physics, Chemistry, and Biology) as well as cognitive psychology and artificial intelligence to contribute to the theory, methodology, policy, and practice of Science (Physics, Chemistry, and Biology) education.
The Journal Editorial Board invites any manuscript addressing a relevant Science (Physics, Chemistry, and Biology) education topic that employs an established and recognized scholarly approach and also impacts or is generalizable to national and international populations. Quantitative research reports that employ sophisticated research designs (e.g. MANOVAs linear modeling) and qualitative research reports that rigorously follow naturalistic research methods are preferred. One or two variable tests employing simple inferential statistics (e.g. ANOVA or ANCOVA) and poorly described and argued qualitative research are discouraged. All manuscripts must provide a thorough review of the literature that establishes the research problem or the issue at hand as well as a thorough conclusion that addresses the implications and limitations of the research or argument.
