Science ScopeScience Scope is an award-winning, peer-reviewed, practitioners' journal for grade 6–8 teachers, university faculty responsible for teacher preparation, and state and district science supervisors and leaders. Science Scope is published nine times a year and is available in print and as an e-journal. Science Scope subscribers are members of the National Science Teachers who select it as their preferred journal.
The Science TeacherThe Science Teacher is an award-winning, peer-reviewed, practitioners' journal with an audience made up of high school science educators who provide support for teachers, instructors of teachers, and preservice secondary education students. TST is published nine times a year and is available in both hard copy and as an e-journal. TST subscribers are members of the National Science Teachers Association who select it as their preferred journal.
Journal of College Science TeachingThe Journal of College Science Teaching provides a forum for the exchange of ideas on and experiences with undergraduate science courses, particularly those for nonscience majors. JCST also reports and discusses innovative teaching materials, methods, and evaluative criteria; disseminate contributions toward improving college science instruction; and describes work in disciplinary science courses that is broad enough in its approach to appeal to teachers in other scientific fields.
Subject Teaching Journals
American Biology TeacherDescription: The American Biology Teacher, a nationally recognized journal, offers articles on recent advances in biology and life science, instructional activities for the classroom and laboratory, and interdisciplinary programs. Each issue features reviews of books, classroom technology products, and "Biology Today." Published nine times a year, the journal also covers the social and ethical implications of biology and ways to incorporate such concerns into instructional programs.
The Physics TeacherWelcome to The Physics Teacher! TPT publishes peer-reviewed papers on the teaching of introductory physics and on topics such as contemporary physics, applied physics, and the history of physics. Dedicated to strengthening the teaching of introductory physics at all levels, including secondary schools colleges and universities, TPT provides peer-reviewed content and materials to be used in classrooms and instructional laboratories.
Typical topics include innovative physics demonstrations, new ways of doing lab experiments, ideas for presenting difficult concepts more clearly, suggestions for implementing newer technology into teaching, giving historical insights that enrich the physics course, and implementing ideas for physics education research in the introductory physics classroom. Special monthly features include Physics Challenge Solutions, Fermi Questions, and Figuring Physics cartoons.
Journal of Geoscience EducationThe Journal of Geoscience Education (JGE) is the premier peer-reviewed publication for geoscience education research at the undergraduate and pre-college levels. JGE is the publication of record for NAGT, and serves as the only international forum for the publication of research concerning the pedagogy, assessment, and philosophy of teaching and learning about the geosciences. JGE is published four times per year in February, May, August and November. Each issue contains Editorials, Commentaries, Papers on Curriculum & Instruction, and Papers on Research.
Academic Education Journals
Journal of Research in Science TeachingJournal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
Science EducationScience 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 : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome.
Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary.
Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged..
Science Teacher Education : consisting of original empirical and/or theoretical research that examines the preparation of teachers, the work of teachers, or how teachers' work is influenced by a broader context. "Teacher education" refers to development throughout the continuum of one’s teaching career, from pre-service, through induction, into advanced professional stages of teaching.
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 : provides a forum for interdisciplinary investigations into science and science education. It 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.
Comments and Criticism : provides a forum for the expression of differing viewpoints and the correction of misunderstanding regarding topics in published papers. Readers of the journal are earnestly invited to contribute their ideas to this forum. Contributions for the Comments and Criticism section should be relatively brief, normally two to four manuscript pages, and will be published as rapidly as possible.
Books : covering reviews of recently published books in the field.
School Science and MathematicsSchool Science and Mathematics (SSM) is the official journal of the School Science and Mathematics Association, founded 1901. SSM is an international journal which is published monthly, October through May, emphasizing research on issues, concerns, and lessons within and between the disciplines of science and mathematics in the classroom. Members are encouraged to submit articles to the editor for publication.
Regular journal sections include: In This Issue, Editorial, Research in Brief, Book Reviews, and Problems.
Journal of Science Teacher EducationJournal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.
Review of Educational ResearchReview of Educational Research (RER) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues.
Education Administration Journals
Phi Delta KappanPhi Delta Kappan, a professional magazine for educators, features articles on education practice, research, policy, issues, and trends. Frequent topics include school improvement, leadership, standards, accountability, the achievement gap, classroom practice, professional development, teacher education, research, technology and innovations in teaching and learning, state and federal policy, and education and the global economy. The PDK/Gallup poll on public attitudes toward education is published each September. Columns include national education issues, research and development, innovation, thoughts on teaching, legal issues, a variety of international writers, and editorial opinion. The magazine is published eight times a year, September through May.
