Studies in Science Education Journal Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

As an international review of research, Studies in Science Education is intended for all who are interested in the educational dimensions of science. It complements other journals by drawing together, in analytical surveys, recent contributions which may be published in widely scattered sources. Since the first issue in 1974, its editorial policy has been to encourage work which reflects a wide variety of viewpoints, including those of administration, anthropology, curriculum, history, linguistics, philosophy, politics, psychology and sociology. As a result, it has now clearly established itself as the major international research review journal in this field, valued by both students and established scholars alike.

Current impact factor: 2.08

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2014 Impact Factor 2.083
2013 Impact Factor 2.417
2012 Impact Factor 1.308
2011 Impact Factor 1.4
2010 Impact Factor 1.267

Impact factor over time

Impact factor

Additional details

5-year impact 3.06
Cited half-life >10.0
Immediacy index 0.67
Eigenfactor 0.00
Article influence 1.34
Website Studies in Science Education website
Other titles Studies in science education (Online)
ISSN 0305-7267
OCLC 48808429
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum reform. 'Externally driven' signals a focus on studies of teachers who did not make a proactive choice to adopt a particular curriculum reform initiative. This is a very common experience for teachers in many school systems, and one likely to highlight issues of professionalism and authority that are central to the work of teachers. The review analyses 34 relevant studies. These include studies of teachers' experiences of national curriculum reform, and also studies focusing on more regional or local curriculum reform activities. The studies examine individual teachers' beliefs, practices and reflections associated with curriculum reform, the response of teacher communities to reform (e.g. within school departments), and teachers' (and other stakeholders') experiences across school systems. A wide range of factors influencing teachers' responses are identified. These are characterised in terms of personal, internal and external contexts of teachers' work. The review also highlights issues of authority, professionalism and the process of meaning-making in response to external curriculum reform. The discussion section identifies important areas for future research and gives recommendations for the design of curriculum policies that recognise and support the professionalism of science teachers.
    Studies in Science Education 12/2015; 51(1):87-120. DOI:10.1080/03057267.2014.1001629

  • Studies in Science Education 11/2015; DOI:10.1080/03057267.2015.1108482

  • Studies in Science Education 11/2015; DOI:10.1080/03057267.2015.1108539
  • [Show abstract] [Hide abstract]
    ABSTRACT: Tacit knowledge, that is knowledge not expressible in words, may play a role in learning science, yet it is difficult to study directly. Intuition and insight, two processes that link the tacit and the explicit, are proposed as a route to investigating tacit knowledge. Intuitions are defined as tacit hunches or feelings that influence thought with little conscious effort. This paper examines conceptualisations of intuition as embodied cognition, and as abstracted rules before examining reports of intuition in the work of scientists and in science education. Insight is described as an explicit awareness of novel relations between concepts that arrives with little conscious control. Insight is related to rapid conceptual change and the development of conceptual connections. Reports of insight in the work of scientists and in the science classroom are discussed. The manner in which insight and intuition may promote and hinder learning is considered and conditions that affect the use of both processes are suggested. Strategies that might encourage students’ use of intuition and insight in the classroom are proposed. The paper concludes with a call for a greater focus on the concept of tacit knowledge in science education and suggests areas for future research.
    Studies in Science Education 06/2015; 51(2):1-41. DOI:10.1080/03057267.2015.1049843

  • Studies in Science Education 05/2015; DOI:10.1080/03057267.2015.1033869

  • Studies in Science Education 01/2015; DOI:10.1080/03057267.2014.994933

  • Studies in Science Education 12/2014; 51(1):1-2. DOI:10.1080/03057267.2014.889894

  • Studies in Science Education 12/2014; DOI:10.1080/03057267.2014.952149
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the lens of social inclusion and equity and suggests that, as a field of practice, ISE is exclusive, with relatively little empirical or theoretical research on equity compared to ‘formal’ science education. This article contributes to science education scholarship by exploring equity in ISE, bringing together international research on ISE equity issues to examine what an access and equity framework for ISE might entail. It draws on theoretical perspectives from research on social justice, social reproduction and pedagogy to adapt a three-part access framework, focusing in turn on infrastructure access, literacy and community acceptance, to develop an access and equity framework for ISE.
    Studies in Science Education 07/2014; 50(2):209-247. DOI:10.1080/03057267.2014.957558