Asia-Pacific Forum on Science Learning and Teaching
Published by Hong Kong Institute of Education
ISSN : 1609-4913
Abbreviation : Asia-pacific Forum Sci. Learn. Teach.
Aims & Scope
The Asia-Pacific Forum on Science Learning and Teaching (APFSLT) is a peer-reviewed and open-access online periodical (ISSN 1609-4913) dedicated to the effectiveness and interest of learning and teaching science subjects in schools.
It was launched by the Science Department of Hong Kong Institute of Education on 10 July, 2000 with printed promotional leaflet mailed to all Science or Science-related teachers in over 1,300 secondary and primary schools in Hong Kong.
The basic aim of this online periodical echoes with the vision of the Institute, namely "Optimizing each child's potential through the shared joy of learning and teaching", as well as some of the Institute's missions - to prepare and support teachers in professional development and to collaborate with schools on innovation and change in education.
This journal invites contributions of original research papers or professional articles on innovative teaching ideas/methods or issues related to science education for broadcasting on the Internet.
Potential contributors and target readers are science teachers and student-teachers, researchers, scholars, curriculum officers, science inspectors and other science educators in the local, regional and international communities.
View Aims & ScopeMetrics & Ranking
SJR (SCImago Journal Rank)
| Year | Value |
|---|---|
| 2024 | 0.116 |
Quartile
| Year | Value |
|---|---|
| 2024 | Q4 |
Journal Rank
| Year | Value |
|---|---|
| 2024 | 27741 |
Journal Citation Indicator
| Year | Value |
|---|---|
| 2024 | 7 |
Abstracting & Indexing
Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.
Subjects & Keywords
Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.
Licensing & Copyright
This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.
Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.