Cultural Studies of Science Education

Aims & Scope

Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education.

By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration.

This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.5

Journal Rank

Year	Value
2024	10002

Journal Citation Indicator

Year	Value
2024	411

SJR (SCImago Journal Rank)

Year	Value
2024	0.580

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	44

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Indigenous knowledge and science revisited

  Citation: 342

  Authors: Glen S., Masakata

• STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response

  Citation: 214

  Authors: Dana L.

• Student Engineers and Engineer Identity: Campus Engineer Identities as Figured World

  Citation: 214

  Authors: Karen L.

• Conceptual change: a discussion of theoretical, methodological and practical challenges for science education

  Citation: 191

  Authors: David F., Reinders

• Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens

  Citation: 175

  Authors: Lucy

• From relational ontology to transformative activist stance on development and learning: expanding Vygotsky’s (CHAT) project

  Citation: 170

  Authors: Anna

• SAQ, SSI and STSE education: defending and extending “science-in-context”

  Citation: 113

  Authors: Larry, Chantal, Erminia, Laurence, Jean, Dana

• What is science in preschool and what do teachers have to know to empower children?

  Citation: 101

  Authors: Kristina, Annica

• Expanding and enacting transformative meanings of equity, diversity and social justice in science education

  Citation: 101

  Authors: Alberto J., Deb

• Teaching science as a cultural way of knowing: merging authentic inquiry, nature of science, and multicultural strategies

  Citation: 101

  Authors: Xenia, Barbara A.

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