International Journal of Science Education (Int J Sci Educ)
The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal is comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert. Recent Special Issues have featured environmental education and policy and practice in science education.
Current impact factor: 1.23
Impact Factor Rankings
|Website||International Journal of Science Education website|
|Other titles||International journal of science education, IJSE|
|Material type||Periodical, Internet resource|
|Document type||Journal / Magazine / Newspaper, Internet Resource|
- Author can archive a pre-print version
- Author can archive a post-print version
- Some individual journals may have policies prohibiting pre-print archiving
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- On institutional repository or subject-based repository after a 18 months embargo
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- Set statements to accompany deposits (see policy)
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- 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)'
Publications in this journal
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ABSTRACT: As public participation in scientific research (PPSR) initiatives have expanded rapidly among private, public, and non-profit science research communities over the past decade, program managers and scholars regularly promote, evaluate, and manage such programs with a focus on the value and impact of PPSR efforts on the practice and relevancy of science. While many of these assessments rely on evaluation of individual participant knowledge and skill, they are driven by a broader interest in how such individual outcomes influence the form and function of science in society. Such a science-centered emphasis is neither surprising nor inappropriate. Nonetheless, such appraisals generally do not interrogate the full range of program goals and outcomes. This article advocates for greater comprehensive examination of the effects of PPSR participation on program volunteers. A more integrated perspective is therefore assumed to report on research conducted with volunteers in the Coastal Observation and Seabird Survey Team citizen science program to interrogate the inter- and intrapersonal outcomes of program engagement through narrative interviews and focus groups. Findings highlight that while program participants value the data and research contributions they make, a suite of additional personal outcomes exist beyond these research inputs. Based on these findings, the article provides implications for advancing more intentional and meaningful PPSR efforts by focusing on the scale of engagement and interaction, cultivating community and connection, and developing tiered learning practices.
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ABSTRACT: Understanding young people's educational choice is of interest in order to recruit sufficient numbers of young people to careers in science, technology, engineering and mathematics (STEM). In this article, questionnaire data (closed and open-ended questions) from 5,007 Norwegian first-year students in all STEM higher-education disciplines are utilised to describe the role of out-of-school experiences and targeted recruitment efforts in the choice to enter an STEM higher-education programme. Out-of-school experiences were described as the more inspirational by our respondents, contributing to a stable interest for and identification with the STEM field through a long-term educational choice process. Among such experiences, popular science and also fiction or drama with a science component were rated high, whereas museums and science centres were rated lower. Popular science as well as leisure-time activities and experiences in nature were also frequently referred to in open questions. Targeted recruitment efforts are important mainly near educational decision points. The higher-education institutions’ own websites were rated as far more inspirational than campaign websites from official authorities, professional organisations, etc. Commercials, company visits and school counsellors received low ratings as sources of inspiration for an STEM choice, whereas education expositions and visits to or from a higher-education institution were rated somewhat higher. The results suggest that stakeholders wishing to improve STEM participation might consider partnerships with educational institutions, popular science, the media and organisations offering outdoor activities for children and adolescents, in designing information and outreach to improve STEM participation.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.