Natural Sciences Education

Aims & Scope

Articles in NSE are written by and for educators in the areas of plant science, natural resources, animal science, ecology, the environment, entomology, and more.

The journal includes articles related to extension, universities, industry, administration, and grades K–12.

To be acceptable for consideration in NSE, articles must be original works that may confirm and strengthen the findings of others, revise established ideas or practices, or challenge accepted theory, providing the evidence presented is significant and convincing.

Articles must pertain to concepts of resident, graduate, extension, and industrial education; analyses and syntheses of existing knowledge or research, instructional techniques and methodology, surveys of instruction, and other studies that contribute to the development or better understanding of educational efforts; or reviews/digests of a comprehensive and well-defined scope.

Manuscripts based chiefly on personal philosophy or opinion are acceptable if they conform to the above criteria.

View Aims & Scope

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Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.226

Quartile

Year	Value
2024	Q3

h-index

Year	Value
2024	14

Journal Rank

Year	Value
2024	19745

Journal Citation Indicator

Year	Value
2024	93

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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

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Agricultural and Biological Sciences, Environmental Science and 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.

• Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID‐19

  Citation: 63

  Authors: Kristen A., Katherine E.

• Developing and Evaluating an ESRI Story Map as an Educational Tool

  Citation: 37

  Authors: M. P., E. A., C. J., M. A., P.

• Soil science education: A multinational look at current perspectives

  Citation: 26

  Authors: Eric C., Maja, Cristine, Damien, Jacqueline, Yoshi

• Knowledge, Skills, and Abilities in the Precision Agriculture Workforce: An Industry Survey

  Citation: 26

  Authors: Bruce, Scott, David, Sharon

• Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

  Citation: 15

  Authors: MaryGrace, Michel A.

• Lessons learned teaching during the COVID‐19 pandemic: Incorporating change for future large science courses

  Citation: 14

  Authors: Sandra, Maja

• To zoom or not to zoom: The impact of rural broadband on online learning

  Citation: 14

  Authors: Maria A., Justin W.

• Integrating Authentic Scientific Research in a Conservation Course–Based Undergraduate Research Experience

  Citation: 14

  Authors: Amanda E., Lucía, Jenny M., Joseph J.

• Plant blindness represents the loss of generational knowledge and cultural identity

  Citation: 14

  Authors: Stacie, Christina L. M., Jack, Edward S., Paula

• A Framework for Mentoring Students Attending Their First Professional Conference

  Citation: 11

  Authors: Elizabeth A., Rachael E., Darren M., Casey C., Laura E., Vanessa S., Patrick A.

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