Studies in Science Education (Stud Sci Educ)

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.

Journal Impact: 2.86*

*This value is calculated using ResearchGate data and is based on average citation counts from work published in this journal. The data used in the calculation may not be exhaustive.

Journal impact history

2016 Journal impact Available summer 2017
2015 Journal impact 2.86
2014 Journal impact 2.21
2013 Journal impact 2.63
2012 Journal impact 2.09
2011 Journal impact 3.17
2010 Journal impact 1.73
2009 Journal impact 0.91
2004 Journal impact 1.12
2003 Journal impact 0.55
2002 Journal impact 0.26
2001 Journal impact 0.43
2000 Journal impact 0.38

Journal impact over time

Journal impact

Additional details

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

This journal may support self-archiving.
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Publications in this journal

  • [Show abstract] [Hide abstract] ABSTRACT: Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised around three main questions: What do teachers do when using science curriculum materials?, What happens when teachers use science curriculum materials? and Why do teachers make the decisions they do? For each question, the authors first summarise the findings of two key reviews from the mathematics education literature, then situate the findings from science education in juxtaposition with those findings. The review uncovers that relatively little is understood about the mechanism underlying how teachers interact with curriculum materials. To try to address this gap, complementing and extending the field’s existing understandings of the teacher–curriculum relationship, the authors make four propositions, grounded in the literature on self-regulation. The propositions reflect a mechanism for teacher curricular decision-making. The self-regulation perspective also helps to develop more targeted support for science teachers aimed at the uptake, adaptation and enactment of curriculum materials in ways that are intended, and that teachers themselves experience as an improvement in their teaching. The authors conclude with a call for research that further explores the ways in which individual science teachers’ decision-making is situated within the wider sociocultural context.
    Article · Mar 2016 · Studies in Science Education
  • [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.
    Article · Dec 2015 · Studies in Science Education
  • Article · Nov 2015 · Studies in Science Education
  • Article · Nov 2015 · Studies in Science Education
  • [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.
    Article · Jun 2015 · Studies in Science Education
  • Article · May 2015 · Studies in Science Education
  • Article · Jan 2015 · Studies in Science Education
  • Article · Dec 2014 · Studies in Science Education