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International Journal of Science Education is a peer-reviewed journal published by Taylor & Francis, covering Science Education and Pedagogy, Educational Strategies and Epistemologies, Education and Critical Thinking Development.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." International Journal of Science Education 12 (3): 45–58.
Formats any DOI in International Journal of Science Education style. No sign-up. |
| Publishes research in | Science Education and Pedagogy Educational Strategies and Epistemologies Education and Critical Thinking Development Innovative Teaching and Learning Methods Animal and Plant Science Education |
| ISSN | 0950-0693 |
| Citation impact (2-yr) | 3.24 |
| h-index | 181 |
| i10-index | 2,930 |
| Total citations | 203,843 |
| Top institutions publishing here | National Taiwan Normal University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students' attitudes to science if the nature of the problem is to…
This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers'…
In this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multiperspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful…
Following a brief historical survey of the popular 'slogans' that have influenced science education during the past quarter century and a review of current international debate on scientific literacy and science pedagogy, the author takes the view that while much of value has been achieved, there is still considerable cause for concern and that it…
This article presents an overview of interest research and describes the theoretical and methodological background for the assessment of interest in science in large‐scale assessments like the ‘Programme for International Student Assessment’ (PISA). The paper starts with a short retrospective on the history of interest, bringing out theoretical roots that help to understand recent discussions…
