Overview
Research in Science Education is an international journal publishing and promoting scholarly science education research of interest to a wide group of people. The journal examines early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education.
In publishing scholarly articles, RISE is looking for articulation of the principles and practices used by scholars to make valid claims about the world and their critique of such claims. Publishing such work is important as it makes these principles and practices known to the scholarly community so that they can be considered, debated, judged, and accepted, rejected or reframed. Importantly, these principles and practices must be constantly advancing in ways that allow our knowledge to advance within the field. In looking for works to publish, RISE will seek articles that advance our knowledge in science education research rather than reproducing what we already know.
Research can take many forms, quantitative, qualitative and mixed methods to name a few. RISE is interested in producing valid and trustworthy research that takes on a variety of forms and embraces new capabilities at hand, particularly around new technologies. Innovative practices and how these relate to science education will be at the forefront of our thinking in RISE.
Scholarly works of interest need to encompass the wide diversity of readership. RISE is the journal associated with the Australasian Science Education Research Association (ASERA), one of the oldest such association in the world. With ASERA’s history from a colonial western tradition, combined with its location within the highly productive and exciting Asian region, the membership of ASERA and the readership of RISE spans the globe and cultural perspectives. Hence, the scholarly works of interest published within RISE need to reflect this diversity. Additionally, they must also include a diversity of form. So, RISE will continue to review articles, editorials, book reviews, and other material deemed appropriate by the Editors.
This is a transformative journal, you may have access to funding.
- Editors-in-Chief
-
- Wendy Nielsen,
- Kok-Sing Tang
- Journal Impact Factor
- 2.2 (2023)
- 5-year Journal Impact Factor
- 4.4 (2023)
- Submission to first decision (median)
- 17 days
- Downloads
- 552,020 (2023)
Latest articles
Journal updates
-
Supporting the Sustainable Developmental Goals
We are proud to acknowledge that over 50% of the articles published in this journal in 2023 were related to one or more of the 17 Sustainable Development Goals (SDGs).
-
-
Expressions of Interest Co-Editor-in-Chief of 'Research In Science Education' (RISE)
Expressions of interest are sought from experienced science education academics with strong research profiles for the role of Co-Editor-in-Chief of the Australasian Science Education Research Association’s (ASERA) journal, Research In Science Education (RISE).
To read more, please click here
-
Topical Collections in RISE
Research in Science Education (RISE) is pleased to announce the introduction of topical collections to complement the ongoing publication of papers through regular and special issues. A topical collection curates papers on a given topic, theme or problem. The articles in a topical collection are published continuously over several issues, making them different from special issues that are time-bounded and assigned to one issue. Articles selected for a topical collection will appear in that collection. At the same time, they will still be published in a regular issue.
Topical collections represent a chance for editors to gather related papers on a topic of contemporary interest to the RISE readership and the wider science education research community. As such, we are interested to develop collections that both consolidate a series of thematically-related papers previously published in RISE and encourage future developments in the field. This approach allows us to connect the rich historical conversation in RISE with contemporary issues that matter to the science education community.
With this objective, RISE has launched two inaugural topical collections on “Artificial Intelligence in Science Education” and “STEM and teaching engineering design”. Interested authors are encouraged to explore these collections and contribute new articles that build upon the ongoing work within the collection. To read more of these collections, please click here.
Authors wishing to submit their manuscripts to a topical collection can indicate their intention via the Editorial Manager submission system. All submissions to a topical collection will undergo the same peer review process and standards. The Editors-in-Chief have the final discretions to choose and include articles in any collection.
Furthermore, RISE welcomes proposals for new topical collections that meet the following criteria:
1. Relevance to RISE: The topic should have a solid foundation within RISE, as evidenced by a substantial number of previously published articles in RISE. These articles will be curated to form the initial core of the collection.
2. Timeliness: The topic should focus on current and urgent issues in science education, demonstrating a strong potential to draw future contributions to the collection
Researchers interested in editing a topical collection are encouraged to contact the Editors-in-Chief.
Journal information
- Electronic ISSN
- 1573-1898
- Print ISSN
- 0157-244X
- Abstracted and indexed in
-
- ANVUR
- Astrophysics Data System (ADS)
- BFI List
- Baidu
- CLOCKSS
- CNKI
- CNPIEC
- Current Contents/Social & Behavioral Sciences
- Dimensions
- EBSCO
- ERIC
- ERIH PLUS
- Google Scholar
- Naver
- Norwegian Register for Scientific Journals and Series
- OCLC WorldCat Discovery Service
- Portico
- ProQuest
- SCImago
- SCOPUS
- Social Science Citation Index
- TD Net Discovery Service
- UGC-CARE List (India)
- Wanfang
- Copyright information