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Science Education — Template for authors

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Guideline source

Categories	Rank	Trend in last 3 yrs
History and Philosophy of Science	#2 of 166	up by 3 ranks
Education	#33 of 1319	up by 20 ranks

Journal quality:

High

Last 4 years overview: 197 Published Papers | 1339 Citations

Indexed in: Scopus

Last updated: 08/06/2020

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Insights

General info

Related Journals

Open Access

Recommended

Engineering Studies

Taylor and Francis

Quality:

High

CiteRatio: 3.2

SJR: 1.218

SNIP: 1.195

Open Access

History of Education

Taylor and Francis

Quality:

Good

CiteRatio: 0.8

SJR: 0.157

SNIP: 1.356

Open Access

Mathematical Thinking and Learning

Taylor and Francis

Quality:

High

CiteRatio: 2.2

SJR: 1.098

SNIP: 1.835

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School Effectiveness and School Improvement

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Quality:

High

CiteRatio: 3.5

SJR: 1.299

SNIP: 1.605

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

3.5

21% from 2018

Impact factor for Science Education from 2016 - 2019
Year	Value
2019	3.5
2018	2.897
2017	3.035
2016	2.506

Graph view

6.8

42% from 2019

CiteRatio for Science Education from 2016 - 2020
Year	Value
2020	6.8
2019	4.8
2018	4.7
2017	4.7
2016	3.8

Graph view

Insights

Impact factor of this journal has increased by 21% in last year.
This journal’s impact factor is in the top 10 percentile category.

Insights

CiteRatio of this journal has increased by 42% in last years.
This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

3.209

59% from 2019

SJR for Science Education from 2016 - 2020
Year	Value
2020	3.209
2019	2.012
2018	1.936
2017	2.24
2016	2.151

Graph view

2.569

7% from 2019

SNIP for Science Education from 2016 - 2020
Year	Value
2020	2.569
2019	2.405
2018	2.098
2017	2.395
2016	1.887

Graph view

Insights

SJR of this journal has increased by 59% in last years.
This journal’s SJR is in the top 10 percentile category.

Insights

SNIP of this journal has increased by 7% in last years.
This journal’s SNIP is in the top 10 percentile category.

Science Education

Guideline source: View

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Wiley

Science Education

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 : containing both reports of empirical research studies and interpretive articles related to the psychological aspects of the learning of science. Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching to science. Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers on the unique qualities of free-choice science learning. Papers should investigate the impacts of experiences in settings such as museums, homes, the Internet, the community, or other non-school contexts. Papers should discuss perspectives on such learning and present research findings or positions describing the role that such science experiences play in promoting the public's science interest, knowledge and/or behaviors across the life span. Science Teacher Education : containing descriptive articles and reports on empirical research studies, organization and operation of science teacher education programs, and the effectiveness of practices, procedures, or programs of teacher education in science. Science Education Policy : including reports about the goals and/or underlying principles of policies adopted by government, interest groups, school districts, etc., and their effect on science teaching and learning. Additionally, research on science education policy relates to a critical examination of how theory, research, and practice of science education are influenced by policy decisions. Science Studies and Science Education : providing a forum for interdisciplinary investigations into science and science education, this section informs and derives perspectives from history, philosophy, anthropology, and sociology of science as well as cognitive psychology and artificial intelligence to contribute to the theory, methodology, policy, and practice of science education. Books : covering reviews of recently published books in the field. In addition, the journal regularly carries a Comments and Criticism section which provides a forum for the expression of differing view points and commentary and clarification of topics in published papers. The Journal Editorial Board invites any manuscript addressing a relevant science education topic that employs an established and recognized scholarly approach and also impacts or is generalizable to national and international populations. Quantitative research reports that employ sophisticated research designs (e.g. MANOVAs linear modeling) and qualitative research reports that rigorously follow naturalistic research methods are preferred. One or two variable tests employing simple inferential statistics (e.g. ANOVA or ANCOVA) and poorly described and argued qualitative research are discouraged. All manuscripts must provide a thorough review of the literature that establishes the research problem or the issue at hand as well as a thorough conclusion that addresses the implications and limitations of the research or argument. Read Less

History and Philosophy of Science

Education

Arts and Humanities

Last updated on	08 Jun 2020
ISSN	0036-8326
Impact Factor	Very High - 3.207
Open Access	Yes
Sherpa RoMEO Archiving Policy	Yellow
Plagiarism Check	Available via Turnitin
Endnote Style	Download Available
Bibliography Name	apa
Citation Type	Numbered [25]
Bibliography Example	Beenakker, C.W.J. (2006) Specular andreev reflection in graphene.Phys. Rev. Lett., 97 (6), 067 007. URL 10.1103/PhysRevLett.97.067007.

Top papers written in this journal

Journal Article • DOI: 10.1002/SCE.3730660207 •

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

George J. Posner¹, Kenneth A. Strike¹, •

01 Apr 1982 - Science Education

Abstract:

It has become a commonplace belief that learning is the result of the interaction between what the student is taught and his current ideas or concepts.’ This is by no means a new view of learning. Its roots can be traced back to early Gestalt psychologists. However, Piaget’s (1929, 1930) early studies of children’s explanatio... It has become a commonplace belief that learning is the result of the interaction between what the student is taught and his current ideas or concepts.’ This is by no means a new view of learning. Its roots can be traced back to early Gestalt psychologists. However, Piaget’s (1929, 1930) early studies of children’s explanations of natural phenomena and his more recent studies of causality (Piaget, 1974) have perhaps had the greatest impact on the study of the interpretive frameworks students bring to learning situations. This research has led to the widespread study of students’ scientific misconceptions.2 From these studies and, particularly, from recent work by researchers such as Viennot ( 1979) and Driver (1 973), we have developed a more detailed understanding of some of these misconceptions and, more importantly, why they are so “highly robust” and typically outlive teaching which contradicts them (Viennot, 1979, p. 205). But identifying misconceptions or, more broadly speaking, “alternative frameworks” (Driver & Easley, 1978), and understanding some reasons for their persistence, falls short of developing a reasonable view of how a student’s current ideas interact with new, incompatible ideas. Although Piaget (1974) developed one such theory, there appears to be a need for work which focuses “more on the actual content of the pupil’s ideas and less on the supposed underlying logical structures” (Driver & Easley, 1978, p. 76). Several research studies have been performed (Nussbaum, 1979; Nussbaum & Novak, 1976; Driver, 1973; Erickson, 1979) which have investigated “the substance of the actual beliefs and concepts held by children” (Erickson, 1979, p. 221). However, there has been no well-articulated theory explaining or describing the substantive dimensions of the process by which people’s central, organizing concepts change from one set of concepts to another set, incompatible with the first. We believe that a major source of hypotheses concerning this issue is contemporary philosophy of science, since a central question of recent philosophy of science is how concepts change under the impact of new ideas or new information. In this article we first sketch a general model of conceptual change which is largely derived from current philosophy of science, but which we believe can illuminate * This article is partly based on a paper entitled “Learning Special Relativity: A Study of Intellectual Problems Faced by College Students,” presented at the International Conference Celebrating the 100th Anniversary of Albert Einstein, November 8-10, 1979 at Hofstra University. read more

Topics:

Conceptual change (65%)65% related to the paper, Cognitive development (58%)58% related to the paper, Science education (56%)56% related to the paper,

5,052 Citations

Journal Article • DOI: 10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A •

Establishing the norms of scientific argumentation in classrooms

Rosalind Driver¹, Paul E. Newton, •

01 May 2000 - Science Education

Abstract:

Basing its arguments in current perspectives on the nature of the scientific enterprise, which see argument and argumentative practice as a core activity of scientists, this article develops the case for the inclusion and central role of argument in science education. Beginning with a review of the nature of argument, it disc... Basing its arguments in current perspectives on the nature of the scientific enterprise, which see argument and argumentative practice as a core activity of scientists, this article develops the case for the inclusion and central role of argument in science education. Beginning with a review of the nature of argument, it discusses the function and purpose of dialogic argument in the social construction of scientific knowledge and the interpretation of empirical data. The case is then advanced that any education about science, rather than education in science, must give the role of argument a high priority if it is to give a fair account of the social practice of science, and develop a knowledge and understanding of the evaluative criteria used to establish scientific theories. Such knowledge is essential to enhance the public understanding of science and improve scientific literacy. The existing literature, and work that has attempted to use argument within science education, is reviewed to show that classroom practice does provide the opportunity to develop young people's ability to construct argument. Furthermore, the case is advanced that the lack of opportunities for the practice of argument within science classrooms, and lack of teacher's pedagogical skills in organizing argumentative discourse within the classroom are significant impediments to progress in the field. © 2000 John Wiley & Sons, Inc. Sci Ed84:287–312, 2000. read more

Topics:

Argument (62%)62% related to the paper, Science education (62%)62% related to the paper, Public awareness of science (58%)58% related to the paper,

2,178 Citations

Journal Article • DOI: 10.1002/SCE.10106 •

The Laboratory in Science Education: Foundations for the Twenty-First Century

Avi Hofstein¹, Vincent N. Lunetta² •

01 Jan 2004 - Science Education

Abstract:

The laboratory has been given a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities. Twenty years have been elapsed since we published a frequently cited, critical review of the research on the school science laboratory ... The laboratory has been given a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities. Twenty years have been elapsed since we published a frequently cited, critical review of the research on the school science laboratory (Hofstein & Lunetta, Rev. Educ. Res.52(2), 201–217, 1982). Twenty years later, we are living in an era of dramatic new technology resources and new standards in science education in which learning by inquiry has been given renewed central status. Methodologies for research and assessment that have developed in the last 20 years can help researchers seeking to understand how science laboratory resources are used, how students' work in the laboratory is assessed, and how science laboratory activities can be used by teachers to enhance intended learning outcomes. In that context, we take another look at the school laboratory in the light of contemporary practices and scholarship. This analysis examines scholarship that has emerged in the past 20 years in the context of earlier scholarship, contemporary goals for science learning, current models of how students construct knowledge, and information about how teachers and students engage in science laboratory activities. © 2003 Wiley Periodicals, Inc. Sci Ed88:28–54, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/.sce10106 read more

Topics:

Science education (64%)64% related to the paper, Science, technology, society and environment education (61%)61% related to the paper, Scholarship (54%)54% related to the paper,

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2,084 Citations

Journal Article • DOI: 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3 •

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

Aaron E. Black¹, Edward L. Deci¹ •

01 Nov 2000 - Science Education

Abstract:

This prospective study applied self-determination theory to investigate the effects of students' course-specific self-regulation and their perceptions of their instructors' autonomy support on adjustment and academic performance in a college-level organic chemistry course. The study revealed that: (1) students' reports of ent... This prospective study applied self-determination theory to investigate the effects of students' course-specific self-regulation and their perceptions of their instructors' autonomy support on adjustment and academic performance in a college-level organic chemistry course. The study revealed that: (1) students' reports of entering the course for relatively autonomous (vs. controlled) reasons predicted higher perceived competence and interest/enjoyment and lower anxiety and grade-focused performance goals during the course, and were related to whether or not the students dropped the course; and (2) students' perceptions of their instructors' autonomy support predicted increases in autonomous self-regulation, perceived competence, and interest/enjoyment, and decreases in anxiety over the semester. The change in autonomous self-regulation in turn predicted students' performance in the course. Further, instructor autonomy support also predicted course performance directly, although differences in the initial level of students' autonomous self-regulation moderated that effect, with autonomy support relating strongly to academic performance for students initially low in autonomous self-regulation but not for students initially high in autonomous self-regulation. © 2000 John Wiley & Sons, Inc. Sci Ed84:740–756, 2000. read more

Topics:

Self-determination theory (52%)52% related to the paper

1,784 Citations

Open access • Journal Article • DOI: 10.1002/SCE.10001 •

Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks

Clark A. Chinn¹, Betina A. Malhotra¹ •

01 Mar 2002 - Science Education

Abstract:

A main goal of science education is to help students learn to reason scien- tifically. A main way to facilitate learning is to engage students in inquiry activities such as conducting experiments. This article presents a theoretical framework for evaluating inquiry tasks in terms of how similar they are to authentic science. ... A main goal of science education is to help students learn to reason scien- tifically. A main way to facilitate learning is to engage students in inquiry activities such as conducting experiments. This article presents a theoretical framework for evaluating inquiry tasks in terms of how similar they are to authentic science. The framework helps identify the respects in which these reasoning tasks are similar to and different from real scientific research. The framework is based on a recent theory of reasoning, models-of-data theory. We argue that inquiry tasks commonly used in schools evoke reasoning processes that are qualitatively different from the processes employed in real scientific inquiry. More- over, school reasoning tasks appear to be based on an epistemology that differs from the epistemology of authentic science. Inquiry tasks developed by researchers have increas- ingly captured features of authentic science, but further improvement is still possible. We conclude with a discussion of the implications of our analysis for research, assessment, and instruction. C read more

Topics:

Science education (61%)61% related to the paper

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1,199 Citations

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Frequently asked questions

1. Can I write Science Education in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Science Education guidelines and auto format it.

2. Do you follow the Science Education guidelines?

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3. Can I cite my article in multiple styles in Science Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Science Education citation style.

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Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Science Education that you can download at the end.

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11. What is the output that I would get after using Science Education?

After writing your paper autoformatting in Science Education, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Science Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Science Education?

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Science Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour	Archiving policy
Green	Can archive pre-print and post-print or publisher's version/PDF
Blue	Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow	Can archive pre-print (ie pre-refereeing)
White	Archiving not formally supported

FYI:

Pre-prints as being the version of the paper before peer review and
Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Science Education?

The 5 most common citation types in order of usage for Science Education are:.

S. No.	Citation Style Type
1.	Author Year
2.	Numbered
3.	Numbered (Superscripted)
4.	Author Year (Cited Pages)
5.	Footnote

15. How do I submit my article to the Science Education?

16. Can I download Science Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Science Education Endnote style according to Elsevier guidelines.

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Science Education — Template for authors

Related Journals

Journal Performance & Insights

Impact Factor

CiteRatio

3.5

6.8

Insights

Insights

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

3.209

2.569

Insights

Insights

Science Education

Science Education

Top papers written in this journal

Abstract:

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What to expect from SciSpace?

Speed and accuracy over MS Word

Plagiarism Reports via Turnitin

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Verifed journal formats

Trusted by academicians

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built for complaince.