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: 2.42

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2013 / 2014 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
Year

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
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 05/2015; DOI:10.1080/03057267.2015.1033869
  • Studies in Science Education 05/2015; 51:in press. DOI:10.1080/03057267.2015.1049444
  • Studies in Science Education 01/2015; DOI:10.1080/03057267.2014.994933
  • [Show abstract] [Hide abstract]
    ABSTRACT: Dynamic visualisations capture aspects of scientific phenomena that are difficult to communicate in static materials and benefit from well-designed scaffolds to succeed in classrooms. We review research to clarify the impacts of dynamic visualisations and to identify instructional scaffolds that mediate their success. We use meta-analysis to synthesise 47 independent comparisons between dynamic and static materials and 76 comparisons that test the effect of specific instructional scaffolds. These studies show that dynamic visualisations are better than static visuals at promoting conceptual inferences about science, consistent with the success of inquiry instruction in science. To realise this potential of dynamic visualisations, instruction needs to help students use the dynamic visualisation to make sense of their own ideas. Scaffolds that are most successful include prompts for reflection, prompts to distinguish among parts of the visualisation, visual cues that identify salient features, multiple visualisations presented sequentially, and interactive features that govern the pacing of activities. We extract guidelines from this research to help researchers plan future studies of visualisations, designers create and refine instructional materials using visualisations, and practitioners customise instruction that features visualisations.
    Studies in Science Education 12/2014; 51(1):49-85. DOI:10.1080/03057267.2014.984506
  • 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
  • Studies in Science Education 11/2014; DOI:10.1080/03057267.2014.981376
  • [Show abstract] [Hide abstract]
    ABSTRACT: Over the past 10 years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised and studied in science education. In doing so, I synthesise the findings of 29 empirical studies on teacher identity within the field of science education in an attempt to respond to the following questions: (a) In what ways have researchers used the construct of teacher identity to examine science teacher learning and development? (b) What approaches to supporting science teacher identity development have been documented in the literature? Following that, I identify gaps and limitations in the existing literature and I offer recommendations for future research in the area of science teacher identity and identity development: (a) studying teacher identity as a process; (b) connecting science teacher identity research and reform recommendations; (c) conducting large-scale, longitudinal and life-history studies; and (d) examining teacher identity enactment in school classrooms.
    Studies in Science Education 07/2014; 50(2):145-179. DOI:10.1080/03057267.2014.937171
  • [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
  • Studies in Science Education 05/2014; DOI:10.1080/03057267.2014.933636
  • Studies in Science Education 05/2014; DOI:10.1080/03057267.2014.964515
  • Studies in Science Education 01/2014; 50(1):143-143. DOI:10.1080/1743727X.2013.874249
  • Studies in Science Education 12/2013; 50(1). DOI:10.1080/03057267.2013.831971