2020 Five-Year Impact Factor: 4.0212020 Impact Factor: 5.439Ranking: 107/1319 (Education) – Scopus2020 CiteScore 34.7 – ScopusResearch 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.
2020五年影响因子：4.0212020影响系数：5.439Ranking:107/1319（教育）-Scopus 2020 CiteScore 34.7 - ScopusResearch in Science Education（RISE）是一份备受推崇和广泛认可的国际领先期刊，旨在促进学术性科学教育研究，并引起广大读者的兴趣。RISE出版学术著作，促进在所有背景和各级教育的科学教育研究。这一意图与澳大利亚科学教育研究协会（ASERA）的目标一致，该协会与该杂志有关。如果您的研究：研究与科学教育有关的幼儿、小学、中学、大学、工作场所和非正式学习等环境;并在科学教育研究中推进我们的知识，而不是重复我们已经知道的东西。RISE将考虑探索科学教育领先的领域，如STEM、健康、环境、认知科学、神经科学、心理学和高等教育的学术著作。RISE内发表的感兴趣的学术著作反映并讲述了各种观点、方法和背景。此外，该杂志的编辑团队欢迎与科学教育为重点的投稿形式的多样性。考虑到这一点，RISE寻求发表实证研究论文。经验贡献包括：理论上或概念上有根据的;与科学教育理论和实践相关;强调研究的局限性;并确定未来可能的研究机会。我们会不时地委托独立的审稿人对最近出版的专著、编辑过的文集和/或教科书进行书评。在您向RISE投稿之前，请考虑以下检查表。你的论文是：不超过6000字，包括参考文献。充分校对以确保语法、句法、连贯性和良好的可读性;明确说明对你的科学教育领域知识体系的重大和/或创新贡献;国际化是指你的作品超越你的背景，与更广泛的受众相关;我们鼓励作者提交的论文长度不超过6000字，但在极少数情况下，如果作者提出了一个有说服力的理由，认为一部作品对科学教育的知识做出了非常重要的原创贡献，编辑可以选择发表更长的作品。
Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9623-5
Discrimination of the Contextual Features of Top Performers in Scientific Literacy Using a Machine Learning Approach
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9835-Y
Exploring Science Teachers’ Argumentation and Personal Epistemology About Global Climate Change
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9617-3
Disentangling the Role of Domain-Specific Knowledge in Student Modeling
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9656-9
Teachers’ Motivating Style and Students’ Motivation and Engagement in STEM: the Relationship Between Three Key Educational Concepts
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9830-3
The Role of Informal Support Networks in Teaching the Nature of Science
来源期刊：Research in Science EducationDOI：10.1007/S11165-016-9610-2
Productive Disciplinary Engagement in High- and Low-Outcome Student Groups: Observations From Three Collaborative Science Learning Contexts
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9838-8
Constructing Scientific Explanations: a System of Analysis for Students’ Explanations
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9648-9
Renewable and Nuclear Energy: an International Study of Students’ Beliefs About, and Willingness to Act, in Relation to Two Energy Production Scenarios
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9622-6
Modeling the Transition from a Phenotypic to Genotypic Conceptualization of Genetics in a University-Level Introductory Biology Context
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9626-2
Meeting the Challenges of English Learners by Pairing Science and Language Educators
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9837-9
Bhutanese Students’ Views of Nature of Science: a Case Study of Culturally Rich Country
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9611-9
An Investigation of Item Difficulties in Energy Aspects Across Biology, Chemistry, Environmental Science, and Physics
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9819-Y
How a Beginning Science Teacher Deals with Practical Work: an Explorative Study Through the Lens of Identity
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9826-Z
Science and Language Integration in Elementary Classrooms: Instructional Enactments and Student Learning Outcomes
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9850-Z
Identity Complexes and Science Identity in Early Secondary: Mono-topical or in Combination with Other Topical Identities
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-09882-0
The Nature of Science and Citizenship: a Delphi Analysis
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9817-5
Learning from Self-Diagnosis Activities when Contrasting Students’ Own Solutions with Worked Examples: the Case of 10th Graders Studying Geometric Optics
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9806-8
Using Local Rural Knowledge to Enhance STEM Learning for Gifted and Talented Students in Australia
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9823-2
Rethinking disciplinary links in interdisciplinary STEM learning: a temporal model
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-09872-2
Dynamics of Scientific Engagement in a Blended Online Learning Environment
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9802-Z
The Perceptions of Students in Secondary School in Regard to Evolution-Based Teaching: Acceptance and Evolution Learning Experiences—The Kingdom of Saudi Arabia
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9827-Y
An Activity for Transferring the Multidimensional Structure of SSI to Middle School Science Courses: I Discover Myself in the Decision-Making Process with SEE-STEP!
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-09865-1
Visual Literacy in Preservice Teachers: a Case Study in Biology
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9634-2
Discussing Paths Trodden by PCK: an Invitation to Reflection
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09867-z
A systematic approach to designing, implementing, and evaluating Learner-Generated Digital Media (LGDM) assignments and its effect on self-regulation in tertiary science education
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09885-x
Regenerating Our Place: Fostering a Sense of Place Through Rehabilitation and Place-Based Education
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09903-y
Undergraduate Research or Research-Based Courses: Which Is Most Beneficial for Science Students?
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9616-4
Toward Interdisciplinary Learning: Development and Validation of an Assessment for Interdisciplinary Understanding of Global Carbon Cycling
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9836-X
Science Teachers’ Views of Argument in Scientific Inquiry and Argument-Based Science Instruction
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-9861-9
Understanding the Use of Student-Centered Teaching Methods in Undergraduate Chemistry Courses
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9820-5
Do Preservice Science Teachers Develop Goals Reflective of Science Teacher Education? A Case Study of Three Preservice Science Teachers
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9816-6
Preschoolers’ Concepts of Digestive Physiology and Their Links with Body Mass Index
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9859-3
Axiology, the Subject and the Chair
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9646-Y
Overcoming Obstacles to the Formulation and Use of Questions in the Science Classroom: Analysis from a Teacher Reflection Workshop
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9857-5
Exploring the Effects of Intrinsic Motive, Utilitarian Motive, and Self-Efficacy on Students’ Science Learning in the Classroom Using the Expectancy-Value Theory
来源期刊：Research in Science EducationDOI：10.1007/s11165-018-9811-y
Identifying Changes in a Student’s Mental Models and Stimulating Intrinsic Motivation for Learning During a Dialogue Regulated by the Teachback Technique: a Case Study
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9810-Z
Practitioner Learning in the Intersections Between Science and Language
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09866-0
Appeals to Science: Recirculation of Online Claims in Socioscientific Reasoning
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-09878-W
Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9839-7
Gestalt and Functionality as Independent Dimensions of Mental Models in Science
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09892-y
Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9853-9
A Framework for the Development of Schoolyard Pedagogy
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-9860-x
Explanations in STEM Areas: an Analysis of Representations Through Language in Teacher Education
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9856-6
How Middle School Students Represent Phase Change and Interpret Textbook Representations: a Comparison of Student and Textbook Representations
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9834-Z
Examining Middle School Students’ Engineering Design Processes in a Design Workshop
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09893-x
The Use of Different Simulations and Different Types of Feedback and Students’ Academic Performance in Physics
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9858-4
A Practitioner’s Inquiry into Vocabulary Building Strategies for Native Spanish Speaking ELLs in Inquiry-Based Science
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9848-6
Constructing Explanations in Science: Informal Formative Assessment Practices Among Science Teachers of English Learners
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9849-5
Public Engagement with Science in Everyday Life: Perceptions of Wi-Fi Radiation Risks in Schools
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09894-w
