This journal publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of innovative science ed

ucation theory and practice. In addition to original articles, the journal features the following special sections: Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investiga

te learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themse

lves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current education

al, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate v

iewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical pap

ers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge o

r practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. Science Teacher Education : consisting of original empirical and/or theoretical research that examines the prepar

ation of teachers, the work of teachers, or how teachers' work is influenced by a broader context. "Teacher education" refers to development throughout the continuum of one’s teaching career, from pre-service, through induction, into advanced professi

onal stages of teaching. Science Education Policy : including reports about the goals and/or underlying principles of policies adopted by government, interest groups, school districts, etc., and their effect on science teaching and learning. Addi

tionally, research on science education policy relates to a critical examination of how theory, research, and practice of science education are influenced by policy decisions. Science Studies and Science Education : provides a forum for interdisc

iplinary investigations into science and science education. It informs and derives perspectives from history, philosophy, anthropology, and sociology of science as well as cognitive psychology and artificial intelligence to contribute to the theory, m

ethodology, policy, and practice of science education.The Journal Editorial Board invites any manuscript addressing a relevant science education topic that employs an established and recognized scholarly approach and also impacts or is generalizab

le to national and international populations. Quantitative research reports that employ sophisticated research designs (e.g. MANOVAs linear modeling) and qualitative research reports that rigorously follow naturalistic research methods are preferred. O

ne or two variable tests employing simple inferential statistics (e.g. ANOVA or ANCOVA) and poorly described and argued qualitative research are discouraged. All manuscripts must provide a thorough review of the literature that establishes the researc

h problem or the issue at hand as well as a thorough conclusion that addresses the implications and limitations of the research or argument.