雜志介紹

Research In Science Education雜志介紹

《Research In Science Education》是(shi)一本(ben)以English為(wei)主的(de)(de)(de)未開(kai)放獲取(qu)國際優(you)秀期(qi)刊，中文名稱科(ke)學(xue)(xue)教育研(yan)究，本(ben)刊主要出版、報(bao)道教育學(xue)(xue)-EDUCATION & EDUCATIONAL RESEARCH領域(yu)的(de)(de)(de)研(yan)究動態以及在該(gai)(gai)領域(yu)取(qu)得的(de)(de)(de)各方(fang)面的(de)(de)(de)經驗和(he)科(ke)研(yan)成果(guo)，介紹(shao)該(gai)(gai)領域(yu)有關本(ben)專業(ye)的(de)(de)(de)最新(xin)進(jin)展(zhan)，探討行(xing)業(ye)發(fa)展(zhan)的(de)(de)(de)思路(lu)和(he)方(fang)法，以促進(jin)學(xue)(xue)術信息(xi)交流，提高行(xing)業(ye)發(fa)展(zhan)。該(gai)(gai)刊已(yi)被(bei)國際權(quan)威數據庫SCIE、SSCI收錄，為(wei)該(gai)(gai)領域(yu)相關學(xue)(xue)科(ke)的(de)(de)(de)發(fa)展(zhan)起到(dao)了良好的(de)(de)(de)推(tui)動作用，也得到(dao)了本(ben)專業(ye)人員的(de)(de)(de)廣泛認可。該(gai)(gai)刊最新(xin)影響因子為(wei)2.2，最新(xin)CiteScore 指數為(wei)6.4。

本刊近期(qi)中國(guo)學者發表的論文主要有：

• Assessment of Context-Based Chemistry Problem-Solving Skills: Test Design and Results from Ninth-Grade Students

  Author: Chi, Shaohui; Wang, Zuhao; Liu, Xiufeng

• Negotiation of Epistemological Understandings and Teaching Practices Between Primary Teachers and Scientists about Artificial Intelligence in Professional Development

  Author: Dai, Yun

• Kindergarten Directors' Perceptions and Implementation of STEM Education

  Author: Wu, Zhenhua; Huang, Li'an

• Disciplinary Learning Motivation and Its External Influencing Factors: Taking Physics in a Selection Crisis as an example

  Author: Jian-Xin, Yao; Yu-Xuan, Xiang; Tian, Luo; Chu-Fan, Deng; Yu-Ying, Guo; Fortus, David

英文介紹

Research In Science Education雜志英文介紹

2020 Five-Year Impact Factor: 4.021

2020 Impact Factor: 5.439

Ranking: 107/1319 (Education) – Scopus

2020 CiteScore 34.7 – Scopus

Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership.

RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal.

You should consider submitting your manscript to RISE if your research:

Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and

Advances our knowledge in science education research rather than reproducing what we already know.

RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted.

The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers.

Empircal contributions are:

Theoretically or conceptually grounded;

Relevant to science education theory and practice;

Highlight limitations of the study; and

Identify possible future research opportunities.

From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks.

Before you submit your manuscript to RISE, please consider the following checklist. Your paper is:

No longer than 6000 words, including references.

Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability;

Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education;

Internationalised in the sense that your work has relevance beyond your context to a broader audience; and

Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE.

While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.