Journal of Research in Science Teaching

Aims & Scope

Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy.

Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	4.5
2024	3.60

Journal Rank

Year	Value
2024	2847

Journal Citation Indicator

Year	Value
2024	9765

SJR (SCImago Journal Rank)

Year	Value
2024	1.360

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	166

---

---

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

---

Subjects & Keywords

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

---

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.

• Understanding the science experiences of successful women of color: Science identity as an analytic lens

  Citation: 1441

  Authors: Heidi B., Angela

• Students' and teachers' conceptions of the nature of science: A review of the research

  Citation: 1161

  Authors: Norman G.

• Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science

  Citation: 1114

  Authors: Norm G., Fouad, Randy L., Renée S.

• Part I: Cognitive development in children: Piaget development and learning

  Citation: 954

  Authors: Jean

• Enhancing the quality of argumentation in school science

  Citation: 915

  Authors: Jonathan, Sibel, Shirley

• Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002

  Citation: 876

  Authors: Daphne D., Abigail Jurist, Jeanne

• Informal reasoning regarding socioscientific issues: A critical review of research

  Citation: 866

  Authors: Troy D.

• Fostering students' knowledge and argumentation skills through dilemmas in human genetics

  Citation: 841

  Authors: Anat, Flora

• Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

  Citation: 784

  Authors: Christina V., Brian J., Elizabeth A., Lisa, Andres, David, Yael, Barbara, Joe

• What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community

  Citation: 710

  Authors: Jonathan, Sue, Mary, Robin, Rick

---