Research in Science Education is an international journal publishing and promoting scholarly science education research of interest to a wide group of people. The journal examines early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education.

In publishing scholarly articles, RISE is looking for articulation of the principles and practices used by scholars to make valid claims about the world and their critique of such claims. Publishing such work is important as it makes these principles and practices known to the scholarly community so that they can be considered, debated, judged, and accepted, rejected or reframed. Importantly, these principles and practices must be constantly advancing in ways that allow our knowledge to advance within the field. In looking for works to publish, RISE will seek articles that advance our knowledge in science education research rather than reproducing what we already know.

Research can take many forms, quantitative, qualitative and mixed methods to name a few. RISE is interested in producing valid and trustworthy research that takes on a variety of forms and embraces new capabilities at hand, particularly around new technologies. Innovative practices and how these relate to science education will be at the forefront of our thinking in RISE.

Scholarly works of interest need to encompass the wide diversity of readership. RISE is the journal associated with the Australasian Science Education Research Association (ASERA), one of the oldest such association in the world. With ASERA’s history from a colonial western tradition, combined with its location within the highly productive and exciting Asian region, the membership of ASERA and the readership of RISE spans the globe and cultural perspectives. Hence, the scholarly works of interest published within RISE need to reflect this diversity. Additionally, they must also include a diversity of form. So, RISE will continue to review articles, editorials, book reviews, and other material deemed appropriate by the Editors.

  • Examines early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education
  • Features broad scope in both methodology and content
  • Encourages papers based on innovative methods
  • Explores relevant aspects of information technology education and design technology education
  • 96% of authors who answered a survey reported that they would definitely publish or probably publish in the journal again

Journal information

Editors-in-Chief
  • Kim Nichols,
  • Wendy Nielsen
Publishing model
Hybrid (Transformative Journal). How to publish with us, including Open Access

Journal metrics

2.469 (2021)
Impact factor
4.534 (2021)
Five year impact factor
10 days
Submission to first decision (Median)
439,111 (2021)
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About this journal

Electronic ISSN
1573-1898
Print ISSN
0157-244X
Abstracted and indexed in
  1. ANVUR
  2. Astrophysics Data System (ADS)
  3. BFI List
  4. Baidu
  5. CLOCKSS
  6. CNKI
  7. CNPIEC
  8. Current Contents / Social & Behavioral Sciences
  9. Dimensions
  10. EBSCO Discovery Service
  11. EBSCO Education Research Complete
  12. EBSCO Education Source
  13. ERIC
  14. ERIH PLUS
  15. Google Scholar
  16. Journal Citation Reports/Social Sciences Edition
  17. Naver
  18. Norwegian Register for Scientific Journals and Series
  19. OCLC WorldCat Discovery Service
  20. Portico
  21. ProQuest Advanced Technologies & Aerospace Database
  22. ProQuest Agricultural & Environmental Science Database
  23. ProQuest-ExLibris Primo
  24. ProQuest-ExLibris Summon
  25. SCImago
  26. SCOPUS
  27. Social Science Citation Index
  28. TD Net Discovery Service
  29. UGC-CARE List (India)
  30. Wanfang
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