Publishes recent advances in biology and life science, instructional activities for the classroom and laboratory, and interdisciplinary programs. Also covers the social and ethical implications of biology and ways to incorporate such concerns into instructional programs.
Bridges the gap between research and practice. The latest results of research into the teaching, learning and assessment of biology are brought to the fore. Special emphasis is placed on research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities.
Publishes reports for science education researchers and practitioners working in the domain of science teaching and learning and science education policy. Accepts scholarly manuscripts such as investigations employing qualitative, ethnographic, historical, survey, philosophical, or case study research approaches; position papers; policy perspectives; critical reviews of the literature; research briefs; and comments and criticism.
Readership: Teacher training institutions • college-level educators and researchers • school administrators • curriculum specialists.
Articles advance science education at all levels. The journal publishes theory and practice in order to facilitate future efforts of individuals and groups involved in the field. Recognizing technology’s growing role in both the understanding and development of science and in the delivery of information, the journal includes technology as a component of science education.
ISSN 1557-5284 (2 issues p.a.) PEER REVIEWED & OPEN ACCESS
Promotes high-quality undergraduate education in science, mathematics, engineering, and technology. Publishes peer reviewed articles which provide case studies and other innovations, are informed by educational research and are tested through assessment of impact on student learning. Includes results from educational research that inform teaching and learning in STEM and recent developments that impact STEM education in such areas as policy and industry needs. Published semi-annually.