About the Journal
SEARCH: Science Education Research Journal is a scholarly journal dedicated to advancing research, theory, and practice in science education. The journal provides an academic platform for researchers, educators, teacher educators, curriculum developers, policymakers, and other professionals to disseminate original research and critical scholarly contributions addressing contemporary issues in science education at local, national, and international levels. Its primary focus is on science curriculum, teaching and learning, educational assessment, science teacher education, educational policy, and the social, cultural, philosophical, and technological dimensions of science education. The journal also welcomes relevant contributions in environmental education and environmental science education.
The journal aims to strengthen the connection between theoretical perspectives, empirical evidence, and educational practice. It welcomes studies that contribute to a deeper understanding of how science is taught, learned, assessed, and experienced across diverse educational settings and populations. Contributions should demonstrate a clear research rationale, appropriate and transparent scholarly methods, engagement with relevant literature, and a well-supported discussion of their implications, limitations, and potential contributions to science education.
SEARCH: Science Education Research Journal values methodological rigor, theoretical clarity, ethical research practices, and meaningful engagement with current scholarship. The journal encourages contributions that address significant educational challenges, examine diverse perspectives, and offer findings or arguments that may inform further research, professional practice, curriculum development, or educational policy. Research situated in a particular national or local context is welcome when the manuscript clearly explains its context and establishes the broader relevance of its findings or arguments.
The journal publishes original empirical studies, theoretical and conceptual papers, systematic and other rigorous forms of literature review, methodological contributions, and critical scholarly analyses relevant to science education. Its scope encompasses formal, non-formal, and informal learning environments, as well as the institutional, social, cultural, technological, environmental, and policy contexts that shape science education. Manuscripts should make a clear contribution to existing knowledge and demonstrate relevance to research, educational practice, or policy. Its primary focus is education in mathematics, physics, chemistry, biology, and interdisciplinary science, technology, engineering, and mathematics (STEM) education. The journal welcomes original research and scholarly analyses addressing significant issues in science curriculum, teaching, learning, assessment, educational policy, teacher education, and the relationship between science education, society, and the environment. Submissions should demonstrate a clear research purpose, engagement with relevant literature, appropriate and transparent methods of inquiry, and conclusions that are supported by the evidence presented.
This area covers theoretical, empirical, and methodological research on the learning of science across educational levels and contexts. The journal welcomes studies examining the development and transformation of scientific knowledge, conceptual understanding, scientific reasoning, inquiry practices, attitudes, motivation, identity, and other cognitive, affective, social, and behavioral dimensions of learning. Research may draw on psychological, sociocultural, cognitive, sociohistorical, epistemological, or other well-established theoretical perspectives. Studies investigating the relationships among learners, teachers, scientific practices, learning environments, and broader institutional or cultural contexts are particularly relevant when these relationships are examined through rigorous and clearly justified approaches.
This area focuses on analytical, interpretive, theoretical, and critical contributions addressing current issues and emerging trends in science education. Relevant topics may include educational innovation, curriculum reform, digital transformation, equity and inclusion, scientific literacy, public engagement with science, educational change, and philosophical or social debates affecting science teaching and learning. The journal welcomes carefully reasoned position papers, critical commentaries, and scholarly arguments representing different perspectives, provided that they engage meaningfully with relevant literature, develop coherent arguments, and contribute constructively to academic dialogue.
This area addresses science learning beyond formal classroom instruction, including experiences in homes, communities, museums, science centers, digital environments, informal learning programs, extracurricular activities, workplaces, and other settings throughout the life span. The journal welcomes empirical, theoretical, interpretive, and philosophical studies that examine how individuals encounter, understand, communicate, and apply scientific knowledge in everyday situations. Particular attention is given to research addressing access to science learning, social and cultural influences, community participation, informal scientific practices, and issues of equity and inclusion across diverse populations.
This area encompasses original empirical, theoretical, and conceptual research on the preparation, professional learning, work, and career development of science teachers. It includes preservice teacher education, initial induction, continuing professional development, teacher knowledge and beliefs, pedagogical content knowledge, classroom practices, assessment literacy, teacher identity, mentoring, and professional collaboration. Research examining how teachers' work is shaped by curriculum, educational leadership, institutional arrangements, technology, policy, and sociocultural contexts is also welcome. Manuscripts should clearly establish the contribution of the study to teacher education theory, professional practice, or the improvement of science teaching.
This area examines the development, implementation, interpretation, and consequences of policies affecting science education. Relevant contributions may address curriculum standards, educational assessment, teacher preparation, educational governance, resource allocation, scientific literacy initiatives, equity in science education, and the relationships between policy, research, and classroom practice. The journal welcomes empirical policy studies, comparative analyses, critical evaluations, and theoretically informed discussions of policies developed by governments, educational institutions, professional organizations, or other relevant stakeholders. Manuscripts should clearly explain the policy context and provide evidence or reasoned analysis supporting their conclusions.
This area provides a forum for interdisciplinary scholarship connecting science education with the history, philosophy, sociology, anthropology, and epistemology of science, as well as cognitive psychology, technology studies, and artificial intelligence. The journal welcomes research that examines the nature of scientific knowledge, scientific practices, the development of scientific disciplines, the relationship between science and society, and the implications of these issues for science teaching and learning. Contributions should demonstrate how their interdisciplinary perspectives advance the theoretical foundations, methodological approaches, policy discussions, or practical applications of science education.
The journal welcomes research on environmental education and the teaching and learning of environmental science, particularly studies that connect scientific understanding with environmental awareness, sustainability, ecological literacy, and informed decision-making. Relevant topics include climate change education, biodiversity, conservation, environmental risk, human–environment interactions, place-based learning, community engagement, and education for sustainable development. Contributions may investigate curriculum, pedagogy, learning outcomes, public understanding, or environmental practices, provided that they establish a clear connection to science education and employ appropriate scholarly approaches.
This section provides a scholarly forum for constructive responses to previously published articles, clarification of disputed interpretations, correction of misunderstandings, and discussion of issues relevant to science education. Contributions should identify the specific publication or argument being addressed, present a clear and evidence-based position, and maintain a professional and respectful academic tone. Authors of the original article may be invited to respond when appropriate. Submissions to this section are subject to editorial assessment and, where necessary, peer review. Contributions should be concise and focused on the scholarly issue under discussion.
The journal may publish critical reviews of recently published books and scholarly works relevant to science education, science teaching and learning, curriculum, teacher education, educational policy, and related interdisciplinary fields. Book reviews should provide an accurate account of the work's scope and principal contributions, critically evaluate its strengths and limitations, and explain its relevance to researchers, educators, and other readers in the field. Reviews should go beyond description and offer a balanced, evidence-informed assessment of the work's scholarly value.
SEARCH: Science Education Research Journal considers original empirical research articles, theoretical and conceptual papers, systematic reviews and other rigorous literature reviews, methodological studies, critical scholarly essays, and other contributions relevant to its aims and scope. Book reviews and comments or criticism may be considered where these sections are supported by the journal's editorial program. The suitability of a manuscript will be determined by its scholarly contribution, methodological or argumentative rigor, relevance to the journal's scope, and compliance with the journal's submission and publication ethics requirements.
The journal seeks manuscripts that address a clearly defined research problem or scholarly question, engage critically with relevant and current literature, and employ methods or forms of argument appropriate to their objectives. Empirical studies should provide sufficient detail about research design, participants or data sources, instruments or procedures, analytical techniques, ethical considerations where applicable, and the basis for interpreting the findings. Quantitative studies should justify their sampling strategies, measures, statistical procedures, assumptions, and interpretations. Qualitative studies should demonstrate methodological coherence, transparency in data generation and analysis, and a clear connection between evidence and interpretation. Mixed-methods research should explain the rationale for integration and how the different strands of evidence inform the conclusions.
The journal does not determine manuscript quality solely by the complexity of a statistical technique or the size of a dataset. Instead, methodological choices must be appropriate to the research question, design, and available evidence. Manuscripts relying on limited descriptive comparisons or simple inferential procedures should demonstrate a clear justification and a contribution that extends beyond routine reporting. Likewise, qualitative studies must provide sufficient methodological detail, analytical depth, and evidentiary support rather than relying on unsupported descriptions or assertions.
All manuscripts should present a coherent discussion that relates the findings or arguments to prior scholarship, explains the contribution to science education, acknowledges relevant limitations, and identifies implications that are supported by the evidence. Claims about effectiveness, causality, generalizability, or broader educational impact must be proportionate to the research design and the available data. Authors should avoid overstating conclusions or extending findings beyond the populations, contexts, or conditions examined.
All submissions must represent original scholarly work and comply with the journal's policies on publication ethics, plagiarism, authorship, conflicts of interest, research involving human participants, data integrity, and the use of generative artificial intelligence where applicable. Manuscripts must not be under consideration for publication elsewhere while being evaluated by the journal. Submission to the journal implies that the authors have the necessary authority to submit the work and have addressed applicable ethical and legal requirements.
Manuscripts considered suitable for the journal may be evaluated through editorial screening and peer review in accordance with the journal's procedures. A manuscript's relevance to the aims and scope does not guarantee acceptance. Publication decisions depend on scholarly quality, originality, methodological or argumentative rigor, ethical compliance, and the outcome of the applicable editorial evaluation.
SEARCH: Science Education Research Journal seeks to foster a rigorous, inclusive, and internationally engaged scholarly community dedicated to advancing science education. By providing a forum for evidence-based research, critical analysis, and interdisciplinary exchange, the journal aims to support the development of knowledge and practices that contribute to meaningful improvements in science teaching, learning, teacher education, and educational policy.
For further information about the journal, its editorial policies, submission requirements, and publication process, please visit the official website of SEARCH: Science Education Research Journal.
