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Volume 1
Studies in Science Education
Studies in Science Education
Journal Title: Studies in Science Education
ISSN: 0305-7267
ISSN Online: 1940-8412
Publication Frequency: 2 issues per year
Impact Factor:
Five Year Impact Factor:
Source Normalized Impact per Paper (SNIP):
SCImago Journal Rank (SJR):
Cheif Editor:
Aim & Scope: 2014 Impact Factor 2.083
Ranking:17/224 (Education & Educational Research)
© 2015 Thomson Reuters, 2014 Journal Citation Reports® 2013 Impact per Publication 2.737 - values from Scopus

The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to:

maintaining anddeveloping the highest standards of scholarship associated with the journal; publishing articles fromas wide a range of authors as possible, in relation both to professionalbackground and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity.

Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers.

Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Subjects Covered & Scope: By Subject; Curriculum Studies; Education; Science; Science Education; Secondary Education; Supplementary material
Editor Board:
Jim Ryder - University of Leeds, UK 

Book Reviews Editor:
Keith S. Taber - University of Cambridge, UK

Editorial Consultants:
James Donnelly - University of Leeds, UK
Edgar W. Jenkins - University of Leeds, UK

Editorial Advisory Board:
Glen S. Aikenhead - University of Saskatchewan, Canada
Gultekin Cakmakci - Hacettepe University, Turkey
Jenni Case - University of Cape Town, South Africa
Chun-Yen Chang - National Taiwan Normal University, Taiwan
Richard Duschl - Penn State University, USA
Peter J. Fensham - Monash University, Australia
Noah Weeth Feinstein - University of Wisconsin-Madison, USA
Tina Grotzer - Harvard University, USA
Brian Hand - University of Iowa, USA
Yew-Jin Lee -  Nanyang Technological University, Singapore
Arthur M. Lucas - formerly King’s College, London, UK
Eduardo Mortimer - Federal University of Minas Gerais, Brazil
Masakata Ogawa - Tokyo University of Science, Japan
Jonathan Osborne - Stanford University, USA
Erminia Pedretti - University of Toronto, Canada
Michael Reiss - Institute of Education, London, UK
Leonie Rennie - Curtin University of Technology, Australia
Douglas A. Roberts -  formerly University of Calgary, Canada.
Marie-Claire Shanahan - University of Alberta, Canada
Svein Sjoberg - University of Oslo, Norway
Former Editors:
David Layton (Founding Editor), 1974-1986
Edgar W. Jenkins, 1985-1996
James Donnelly, 1996-2007
Phil Scott, 2008-2011

Abtracting & Indexing: Studies in Science Education is abstracted and indexed in Australian Research Council (ARC) Ranked Journal List; British Education Index; Educational Research Abstracts online (ERA), Education Resources Information Center (ERIC); SCOPUS®and ISI Social Sciences Citation Index.
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