Focus & Scope

Innovations in Science Education and Practice published all research results & studies of science education, include:

• Learning science education: consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate 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 themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome.

• Science Education Innovation: innovation in the field of science education or innovation to solve science education problems. Innovation can be in the form of ideas, goods, methods, media, judgments that are felt or observed as new things for learning science that are used to achieve educational goals or to solve problems in science education.

• Media Development, Learning Models, Assessment and Evaluation in Science: studies in the development of learning media, learning models, and assessments in science education. This study is in the form of a systematic presentation method or technique used by teachers / lecturers in organizing the experience of the science learning process in order to achieve the objectives of learning through media, models and assessment of science learning.

• 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. Additionally, research on science education policy relates to a critical examination of how theory, research, and practice of science education are influenced by policy decisions.

• Issues and Trends: consisting primarily of analytical, interpretive, or persuasive essays on current educational, 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 viewpoints 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 papers 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 or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.

Innovations in Science Education and Practice publishes comprehensive research articles and invited reviews by leading expert in the field. Papers will be selected that high scientific merit, impart important new knowledge, and are of high interest to science and education science community.