Science and Education

Aims & Scope

Science & Education publishes research informed by the history, philosophy and sociology of science and mathematics that seeks to promote better teaching, learning, and curricula in science and mathematics.

More particularly Science & Education promotes: The utilization of historical, philosophical and sociological scholarship to clarify and deal with the many intellectual issues facing contemporary science and mathematics education.

Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers.

An understanding of the philosophical, cultural, economic, religious, psychological and ethical dimensions of modern science and the interplay of these factors in the history of science.

The inclusion of appropriate history and philosophy of science and mathematics courses in science and mathematics teacher-education programmes.

The dissemination of accounts of lessons, units of work, and programmes in science and mathematics, at all levels, that have successfully utilized history and philosophy.

Discussion of the philosophy and purposes of science and mathematics education, and their place in, and contribution to, the intellectual and ethical development of individuals and cultures.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.5

SJR (SCImago Journal Rank)

Year	Value
2024	0.956

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	64

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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.

• A Family Resemblance Approach to the Nature of Science for Science Education

  Citation: 341

  Authors: Gürol, Robert

• The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning

  Citation: 338

  Authors: Sami, Kai

• Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction

  Citation: 285

  Authors: Michael P.

• The Nature of Science in Science Education: An Introduction

  Citation: 246

  Authors: William F., Hiya, Michael P.

• Critical Thinking and Science Education

  Citation: 240

  Authors: Sharon

• Two Views About Explicitly Teaching Nature of Science

  Citation: 208

  Authors: Richard A., Richard

• A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability

  Citation: 195

  Authors: Robby, Jesper, Ingo

• Conceptual change or Conceptual Profile change?

  Citation: 191

  Authors: Eduardo F.

• Scientific Literacy and Social Transformation

  Citation: 184

  Authors: Liliana

• Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry

  Citation: 167

  Authors: Norman G., Allison, Stephen

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