Journal Details
Studies in Science Education
Published By: Routledge
Volume Number: 46
Frequency: 2 issues per year
Print ISSN: 0305-7267
Online ISSN: 1940-8412
Aims & Scope
The central aim of Studies in Science Education (SiSE) is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editors and Editorial Advisory Board, are guided by a commitment to:
- maintaining and developing the highest standards of scholarship associated with the Journal.
- publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin.
- publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity.
Articles are made available to Studies in Science Education either by invitation from the Editors or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editors are willing to give informal feedback on the suitability of proposals, though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education is normally reviewed in each volume.
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.
