Science Education

Aims & Scope

Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.

In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science.

We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective.

Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science.

This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed.

Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom.

Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span.

Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	3.4
2024	3.10

SJR (SCImago Journal Rank)

Year	Value
2024	1.367

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	142

Journal Rank

Year	Value
2024	2820

Journal Citation Indicator

Year	Value
2024	950

---

---

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 Arts and Humanities and 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.

• Accommodation of a scientific conception: Toward a theory of conceptual change

  Citation: 2834

  Authors: George J., Kenneth A., Peter W., William A.

• The laboratory in science education: Foundations for the twenty‐first century

  Citation: 1398

  Authors: Avi, Vincent N.

• Establishing the norms of scientific argumentation in classrooms

  Citation: 1245

  Authors: Rosalind, Paul, Jonathan

• The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective

  Citation: 1085

  Authors: Aaron E., Edward L.

• Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study

  Citation: 818

  Authors: Elaine, Anne‐Barrie, Sandra L., Tracee

• Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks

  Citation: 818

  Authors: Clark A., Betina A.

• How literacy in its fundamental sense is central to scientific literacy

  Citation: 794

  Authors: Stephen P., Linda M.

• TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse

  Citation: 783

  Authors: Sibel, Shirley, Jonathan

• Stereotypic images of the scientist: The draw‐a‐scientist test

  Citation: 765

  Authors: David Wade

• Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development

  Citation: 761

  Authors: Anne‐Barrie, Sandra L., Elaine

---