International Journal of Science Education

International Journal of Science Education
Title	International Journal of Science Education
Discipline	Science education
Abbreviation	Int. J. Sci. Educ.
Publisher	Taylor & Francis
Country	United Kingdom
Frequency	15 issues per year
History	1979–present
Issn	0950-0693
Eissn	1464-5289

International Journal of Science Education The International Journal of Science Education is a peer-reviewed periodical addressing practice and research in science education contexts, originating in 1979 and published by Taylor & Francis. It serves researchers, teachers, policymakers, and institutions engaged with curriculum development and assessment, linking empirical studies, theoretical analyses, and methodological advances to classroom practice across national systems such as those in United Kingdom, United States, China, India, and Australia.

History

The journal was established in 1979 during a period of curricular reform that involved stakeholders from Royal Society, UNESCO, OECD, National Science Teaching Association, and American Association for the Advancement of Science. Early editorial contributors included scholars affiliated with University of London, University of Oxford, Harvard University, Stanford University, and University of Melbourne, reflecting transnational collaborations that connected research networks in Europe, North America, and Asia. Its development paralleled major initiatives such as the Sputnik crisis-era reforms, the publication of A Nation at Risk, and later standards movements exemplified by the Next Generation Science Standards and the National Curriculum (England). Over subsequent decades the journal expanded alongside the rise of mixed-methods research promoted by centers like Institute of Education, UCL and policy-oriented analyses from agencies including European Commission and World Bank.

Scope and Aims

The journal publishes empirical studies, theoretical papers, and methodological reports addressing teaching and learning in contexts influenced by organizations such as UNESCO, OECD, Council of Europe, European Research Council, and Wellcome Trust. Topics span classroom interventions linked to curriculum reforms driven by National Research Council (United States), assessment studies related to Programme for International Student Assessment, equity research informed by scholars from University of Toronto, University of Cape Town, and Peking University, and teacher professional development traced to programs at University of Cambridge and University of California, Berkeley. It aims to bridge communities represented by societies like the International Council of Associations for Science Education and journals such as Science Education (journal), Journal of Research in Science Teaching, and Studies in Science Education.

Editorial Board and Peer Review

The editorial structure involves an editor-in-chief and an international editorial board drawn from institutions such as King's College London, University of Sydney, University of Chicago, University of British Columbia, and University of Tokyo. The journal employs double-blind peer review with reviewers recruited from networks connected to conferences like the European Science Education Research Association and the National Association for Research in Science Teaching, and funding sources including National Science Foundation, Australian Research Council, and Natural Sciences and Engineering Research Council of Canada often feature in authors’ acknowledgments. Editorial policies reflect standards advocated by organizations such as Committee on Publication Ethics and indexing expectations from databases like Scopus and Web of Science.

Publication Details and Access

Published by Taylor & Francis from offices in London and distributed globally through platforms associated with publishers like Routledge and SAGE Publications, the journal issues 12–15 editions annually and offers hybrid access models balancing subscription and open access options aligned with mandates from funders such as the Wellcome Trust and Research Councils UK. Institutional subscriptions frequently run through university libraries at Oxford University, University of Pennsylvania, National University of Singapore, University of Cape Town, and consortia like Jisc and CARL. Article processing charges and waivers reflect policies comparable to those of publishers like Elsevier and Springer Nature.

Abstracting and Indexing

The journal is indexed in major abstracting services and bibliographic databases including Scopus, Web of Science, ERIC, ProQuest, and EBSCOhost, and is listed in directories maintained by organizations such as CrossRef and DOAJ for qualifying content. Metrics reported by providers such as Clarivate Analytics and aggregators like Google Scholar contribute to institutional evaluations at universities like University of Michigan, McGill University, and ETH Zurich.

Impact and Reception

Scholarly impact has been measured via citations tracked by Clarivate Analytics and Scopus and featured in comparative reviews alongside titles like Journal of Curriculum Studies and Learning and Instruction. The journal's contributions have been cited in policy documents from UNESCO, curricular frameworks by Department for Education (England), and white papers by public bodies such as National Academies of Sciences, Engineering, and Medicine. Reception among practitioners is reflected in endorsements and critiques appearing in conference proceedings from International Conference on Science Education and practitioner outlets associated with National Science Teachers Association.

Notable Articles and Contributions

Influential articles have addressed topics resonant with reports from Programme for International Student Assessment and frameworks from Next Generation Science Standards, with high-citation studies authored by researchers from University College London, Stanford University, University of California, Los Angeles, Monash University, and Seoul National University. Contributions include longitudinal studies tied to assessments by TIMSS and PISA, interventions evaluated in randomized trials funded by National Institutes of Health and Wellcome Trust, and theoretical syntheses engaging traditions represented by scholars affiliated with King's College London, Columbia University, and University of Wisconsin–Madison.

Category:Academic journals