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FREE access to the electronic journal is a benefit of membership! Access keys are sent from the publisher, Springer, in early February annually and then periodically throughout the year as new members join. Please check your SPAM or Junk folder if you have not received your access token. If you are still unable to locate it, please contact the organization's secretary at secretary@ihpst.net. 

 

The official IHPST research journal is Science & Education.  It is published by Springer and is now (2016) in its 25th Volume. 
 
 
Editor-in-Chief 

Kostas Kampourakis

University of Geneva, Switzerland
 
Founding Editor
Michael R. Matthews
University of New South Wales, Australia
 
The Editorial Committee is a distinguished group of forty science and mathematics educators, historians and philosophers of science, cognitive psychologists, scientists and philosophers of education. The committee members are drawn from fourteen countries; they include two past presidents of the US History of Science Society, five past presidents of the US Philosophy of Education Society, a former president of the US Philosophy of Science Association, and eighteen current or former editors of major international journals in science education, philosophy of education, and the history and philosophy of science.

A feature of the journal has been the publication of thematic issues on important and topical subjects.

 

 
 
Accordion Widget
Call for Papers

The journal currently welcomes submissions on two topics of interest:

 

a. Scientific explanation: theoretical and pedagogical issues

Science teaching does not simply aim to transmit knowledge to students but, rather, to help them learn how to develop scientific explanations for natural phenomena, and also realize that their intuitive explanations are often insufficient. HPS scholarship has provided detailed analyses of the structure of scientific explanations that could provide coherent frameworks for teaching. Science & Education invites submissions on any aspect of scientific explanation that is relevant to science teaching and learning, including both theoretical and pedagogical aspects.

 

b. Learning Progressions / Pathways about Nature of Science.

Nature of Science (NOS) is a topic that has been a major focus of science education research over at least the past 20 years. Different perspectives have been developed and discussed. However, debates have focused mostly on normative issues with less attention on what aspects of NOS are appropriate for each educational level. Science & Education invites submissions on this topic from a developmental perspective, focusing on which aspects of NOS should be taught and could be learned at each educational level. Submissions from different parts of the world are strongly encouraged, in order to enhance appreciation of the similarities and differences of NOS education in different social and cultural settings.

 

The deadline for submissions on the aforementioned topics is June 1st, 2015. Queries should be addressed to the editorial team of Science & Education: Kostas Kampourakis, Alice Wong or Ross Nehm

 

All submissions should be submitted for review directly to Editorial Manager.

Accordion Widget
Submission Guidelines

Scholars can submit manuscripts in file form direct to the journal at: www.editorialmanager.com/sced/

 

Thereafter they can check on its progress through the review process. Most submissions are reviewed by three senior scholars, usually involving a spread of educator, historian, philosopher or cognitive scientist. The submission site also has a guide to the journal’s format and style conventions.

The following guidlines may be downloaded as a pdf here.

 

You may view a sample submission in the proper format here.

 

Please follow the journal’s style and format conventions. This greatly reduces subsequent editorial and copyediting work, and contributes to a more consistent and professional looking publication.


Accordion Widget
Reviewers

Informed and competent reviewing is crucial to the integrity and quality of published scholarly work. It is a time-consuming, arduous and mostly anonymous and un-rewarded task, but publishers, editors, authors, readers, and the scholarly enterprise more generally, benefit and depend upon this unsung labour.

 

Science & Education journal is noteworthy among education journals for having competent reviewers from the disciplines of Education, Science, Mathematics, Philosophy of Science and Mathematics, History of Science and Mathematics and Psychology. Manuscripts are usually reviewed by three scholars, and often by four, five or even more established scholars from different disciplines.


Accordion Widget
Thematic Issues

  • 2015, ‘The Interplay of Physics and Mathematics: Historical, Philosophical and Pedagogical Considerations’, 24(5-6)

  • 2015, ‘Mendel, Mendelism and Education: 150 years since the “Versuche”’, 24(1)

  • 2014, ‘Modelling Conceptual Change’, 23(7)

  • 2014, ‘Energy Conservation: History, Philosophy and Education’, 23(6)

  • 2014, ‘History of Science in Museums’, 23(4)

  • 2014, ‘Literature, Science and Science Education’, 23(3)

  • 2014, ‘Genetics and Society: Educating Scientifically Literate Citizens’, 23(2)

  • 2014, ‘History, Philosophy and Mathematics Education’, 23(1)

  • 2013, ‘Commercialisation and Commodification of Science: Educational Responses’, 22(10)

  • 2013, ‘History of Science and Science Teaching: Reading The Origin’, 22(9)

  • 2013, ‘Philosophy, Chemistry and Education’, 22(7)

  • 2013, ‘Cross-National and Comparative History of Science Education’, 22(4)

  • 2013, ‘Philosophical Considerations in the Teaching of Biolog’, 22(1-2)

  • 2012, ‘Popularizing and Policing ‘Darwinism’ 1859-1900’, 21(7)

  • 2012, ‘Application of the History and Philosophy of Science in Science Teaching’,21(6)

  • 2012, ‘Popular Science Between News and Education: A European Perspective’,21(3)

  • 2012, ‘The History of Experimental Science Teaching’, 21(2)

  • 2011, ‘Nordic Studies in History, Philosophy and Science Teaching’, 20(3-4)

  • 2011, ‘Science and Pseudoscience in Society and Classrooms’, 20(5-6)

  • 2010, ‘Darwin and Darwinism’, 19(4-5, 6-8)

  • 2009, ‘Science, Worldviews and Education’, 18(6-7)

  • 2009, ‘Politics and Philosophy of Science’, 18(2)

  • 2008, ‘Feminism and Science Education’, 17(10)

  • 2008, ‘Studies in Historical Replication in Psychology’, 17(5)

  • 2008, ‘Social and Ethical Issues in Science Education’, 17(8-9)

  • 2008, ‘Teaching and Assessing the Nature of Science’, 17(2-4)

  • 2007, ‘Models in Science and in Science Education’, 16(7-8)

  • 2007, ‘Learning and Entertainment: From Itinerant Lecturers of the 18th Century to Popularising Science for the 21st Century’, 16(6)

  • 2006, ‘Textbooks in the Scientific Periphery’, 15(7-8)

  • 2006, ‘The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives’, 15(6)

  • 2006, ‘Science Teaching in Early Modern Europe’, 15(2-4)

  • 2004, ‘The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives’, 13(4-5)

  • 2004, ‘Science Education and Positivism’ 13(1-2)

  • 2003, ‘History, Philosophy and the Teaching of Quantum Theory’, 12(2-3)

  • 2000, ‘Constructivism and Science Education’, 9(6)

  • 2000, ‘Thomas Kuhn and Science Education’, 9(1-2)

  • 1999, ‘Children’s Theories and Scientific Theories’, 8(5)

  • 1999, ‘Galileo and Science Education’, 8(2)

  • 1999, ‘Values in Science and in Science Education’, 8(1)

  • 1997 ‘The Nature of Science and Science Education’, 6(4)

  • 1997, ‘Philosophy and Constructivism in Science Education’, 6(1-2)

  • 1996, ‘Religion and Science Education’, 5(2)

  • 1995, ‘Hermeneutics and Science Education’, 4(2)

  • 1994, ‘Science and Culture’, 3(1)

 
 
 
Accordion Widget
Call for Papers

The journal currently welcomes submissions on two topics of interest:

 

a. Scientific explanation: theoretical and pedagogical issues

Science teaching does not simply aim to transmit knowledge to students but, rather, to help them learn how to develop scientific explanations for natural phenomena, and also realize that their intuitive explanations are often insufficient. HPS scholarship has provided detailed analyses of the structure of scientific explanations that could provide coherent frameworks for teaching. Science & Education invites submissions on any aspect of scientific explanation that is relevant to science teaching and learning, including both theoretical and pedagogical aspects.

 

b. Learning Progressions / Pathways about Nature of Science.

Nature of Science (NOS) is a topic that has been a major focus of science education research over at least the past 20 years. Different perspectives have been developed and discussed. However, debates have focused mostly on normative issues with less attention on what aspects of NOS are appropriate for each educational level. Science & Education invites submissions on this topic from a developmental perspective, focusing on which aspects of NOS should be taught and could be learned at each educational level. Submissions from different parts of the world are strongly encouraged, in order to enhance appreciation of the similarities and differences of NOS education in different social and cultural settings.

 

The deadline for submissions on the aforementioned topics is June 1st, 2015. Queries should be addressed to the editorial team of Science & Education: Kostas Kampourakis, Alice Wong or Ross Nehm

 

All submissions should be submitted for review directly to Editorial Manager.

Accordion Widget
Submission Guidelines

Scholars can submit manuscripts in file form direct to the journal at: www.editorialmanager.com/sced/

 

Thereafter they can check on its progress through the review process. Most submissions are reviewed by three senior scholars, usually involving a spread of educator, historian, philosopher or cognitive scientist. The submission site also has a guide to the journal’s format and style conventions.

The following guidlines may be downloaded as a pdf here.

 

You may view a sample submission in the proper format here.

 

Please follow the journal’s style and format conventions. This greatly reduces subsequent editorial and copyediting work, and contributes to a more consistent and professional looking publication.


Accordion Widget
Reviewers

Informed and competent reviewing is crucial to the integrity and quality of published scholarly work. It is a time-consuming, arduous and mostly anonymous and un-rewarded task, but publishers, editors, authors, readers, and the scholarly enterprise more generally, benefit and depend upon this unsung labour.

 

Science & Education journal is noteworthy among education journals for having competent reviewers from the disciplines of Education, Science, Mathematics, Philosophy of Science and Mathematics, History of Science and Mathematics and Psychology. Manuscripts are usually reviewed by three scholars, and often by four, five or even more established scholars from different disciplines.


Accordion Widget
Thematic Issues

  • 2015, ‘The Interplay of Physics and Mathematics: Historical, Philosophical and Pedagogical Considerations’, 24(5-6)

  • 2015, ‘Mendel, Mendelism and Education: 150 years since the “Versuche”’, 24(1)

  • 2014, ‘Modelling Conceptual Change’, 23(7)

  • 2014, ‘Energy Conservation: History, Philosophy and Education’, 23(6)

  • 2014, ‘History of Science in Museums’, 23(4)

  • 2014, ‘Literature, Science and Science Education’, 23(3)

  • 2014, ‘Genetics and Society: Educating Scientifically Literate Citizens’, 23(2)

  • 2014, ‘History, Philosophy and Mathematics Education’, 23(1)

  • 2013, ‘Commercialisation and Commodification of Science: Educational Responses’, 22(10)

  • 2013, ‘History of Science and Science Teaching: Reading The Origin’, 22(9)

  • 2013, ‘Philosophy, Chemistry and Education’, 22(7)

  • 2013, ‘Cross-National and Comparative History of Science Education’, 22(4)

  • 2013, ‘Philosophical Considerations in the Teaching of Biolog’, 22(1-2)

  • 2012, ‘Popularizing and Policing ‘Darwinism’ 1859-1900’, 21(7)

  • 2012, ‘Application of the History and Philosophy of Science in Science Teaching’,21(6)

  • 2012, ‘Popular Science Between News and Education: A European Perspective’,21(3)

  • 2012, ‘The History of Experimental Science Teaching’, 21(2)

  • 2011, ‘Nordic Studies in History, Philosophy and Science Teaching’, 20(3-4)

  • 2011, ‘Science and Pseudoscience in Society and Classrooms’, 20(5-6)

  • 2010, ‘Darwin and Darwinism’, 19(4-5, 6-8)

  • 2009, ‘Science, Worldviews and Education’, 18(6-7)

  • 2009, ‘Politics and Philosophy of Science’, 18(2)

  • 2008, ‘Feminism and Science Education’, 17(10)

  • 2008, ‘Studies in Historical Replication in Psychology’, 17(5)

  • 2008, ‘Social and Ethical Issues in Science Education’, 17(8-9)

  • 2008, ‘Teaching and Assessing the Nature of Science’, 17(2-4)

  • 2007, ‘Models in Science and in Science Education’, 16(7-8)

  • 2007, ‘Learning and Entertainment: From Itinerant Lecturers of the 18th Century to Popularising Science for the 21st Century’, 16(6)

  • 2006, ‘Textbooks in the Scientific Periphery’, 15(7-8)

  • 2006, ‘The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives’, 15(6)

  • 2006, ‘Science Teaching in Early Modern Europe’, 15(2-4)

  • 2004, ‘The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives’, 13(4-5)

  • 2004, ‘Science Education and Positivism’ 13(1-2)

  • 2003, ‘History, Philosophy and the Teaching of Quantum Theory’, 12(2-3)

  • 2000, ‘Constructivism and Science Education’, 9(6)

  • 2000, ‘Thomas Kuhn and Science Education’, 9(1-2)

  • 1999, ‘Children’s Theories and Scientific Theories’, 8(5)

  • 1999, ‘Galileo and Science Education’, 8(2)

  • 1999, ‘Values in Science and in Science Education’, 8(1)

  • 1997 ‘The Nature of Science and Science Education’, 6(4)

  • 1997, ‘Philosophy and Constructivism in Science Education’, 6(1-2)

  • 1996, ‘Religion and Science Education’, 5(2)

  • 1995, ‘Hermeneutics and Science Education’, 4(2)

  • 1994, ‘Science and Culture’, 3(1)

 
 
Accordion Widget
Thematic Issues

  • 2015, ‘The Interplay of Physics and Mathematics: Historical, Philosophical and Pedagogical Considerations’, 24(5-6)

  • 2015, ‘Mendel, Mendelism and Education: 150 years since the “Versuche”’, 24(1)

  • 2014, ‘Modelling Conceptual Change’, 23(7)

  • 2014, ‘Energy Conservation: History, Philosophy and Education’, 23(6)

  • 2014, ‘History of Science in Museums’, 23(4)

  • 2014, ‘Literature, Science and Science Education’, 23(3)

  • 2014, ‘Genetics and Society: Educating Scientifically Literate Citizens’, 23(2)

  • 2014, ‘History, Philosophy and Mathematics Education’, 23(1)

  • 2013, ‘Commercialisation and Commodification of Science: Educational Responses’, 22(10)

  • 2013, ‘History of Science and Science Teaching: Reading The Origin’, 22(9)

  • 2013, ‘Philosophy, Chemistry and Education’, 22(7)

  • 2013, ‘Cross-National and Comparative History of Science Education’, 22(4)

  • 2013, ‘Philosophical Considerations in the Teaching of Biolog’, 22(1-2)

  • 2012, ‘Popularizing and Policing ‘Darwinism’ 1859-1900’, 21(7)

  • 2012, ‘Application of the History and Philosophy of Science in Science Teaching’,21(6)

  • 2012, ‘Popular Science Between News and Education: A European Perspective’,21(3)

  • 2012, ‘The History of Experimental Science Teaching’, 21(2)

  • 2011, ‘Nordic Studies in History, Philosophy and Science Teaching’, 20(3-4)

  • 2011, ‘Science and Pseudoscience in Society and Classrooms’, 20(5-6)

  • 2010, ‘Darwin and Darwinism’, 19(4-5, 6-8)

  • 2009, ‘Science, Worldviews and Education’, 18(6-7)

  • 2009, ‘Politics and Philosophy of Science’, 18(2)

  • 2008, ‘Feminism and Science Education’, 17(10)

  • 2008, ‘Studies in Historical Replication in Psychology’, 17(5)

  • 2008, ‘Social and Ethical Issues in Science Education’, 17(8-9)

  • 2008, ‘Teaching and Assessing the Nature of Science’, 17(2-4)

  • 2007, ‘Models in Science and in Science Education’, 16(7-8)

  • 2007, ‘Learning and Entertainment: From Itinerant Lecturers of the 18th Century to Popularising Science for the 21st Century’, 16(6)

  • 2006, ‘Textbooks in the Scientific Periphery’, 15(7-8)

  • 2006, ‘The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives’, 15(6)

  • 2006, ‘Science Teaching in Early Modern Europe’, 15(2-4)

  • 2004, ‘The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives’, 13(4-5)

  • 2004, ‘Science Education and Positivism’ 13(1-2)

  • 2003, ‘History, Philosophy and the Teaching of Quantum Theory’, 12(2-3)

  • 2000, ‘Constructivism and Science Education’, 9(6)

  • 2000, ‘Thomas Kuhn and Science Education’, 9(1-2)

  • 1999, ‘Children’s Theories and Scientific Theories’, 8(5)

  • 1999, ‘Galileo and Science Education’, 8(2)

  • 1999, ‘Values in Science and in Science Education’, 8(1)

  • 1997 ‘The Nature of Science and Science Education’, 6(4)

  • 1997, ‘Philosophy and Constructivism in Science Education’, 6(1-2)

  • 1996, ‘Religion and Science Education’, 5(2)

  • 1995, ‘Hermeneutics and Science Education’, 4(2)

  • 1994, ‘Science and Culture’, 3(1)
Accordion Widget
Editorial Board
Agustin Aduriz-Bravo, University of Buenos Aires, Argentina
Lilian Al-Chuer Pereira Martins, University of Sao Paulo, Brazil 
Theodore Arabatzis, National and Kapodistrian University of Athens, Greece
Elizabeth Cavicchi, Massachusetts Insitute of Technology, USA
Michael Clough, Iowa State University, USA 
Zoubeida Dagher, University of Delaware, USA 
Jennifer Donovan, Universiy of Southern Queensland, Australia 
John Dupre, Universiy of Exeter, UK 
Ingo Eilks, University of Bremen, Germany
Sibel Erduran, University of Limerick, Ireland 
Igal Galili, The Hebrew University of Jerusalem, Israel 
Peter Heering, University of Flensburg, Germany 
Dietmar Höttecke, University of Hamburg, Germany
Maria Pilar Jimenez-Aleixandre, University of Santiago de Compostela, Spain
Calvin Kalman, Concordia University, Montreal, Canada 
Ricardo Avelar Sotomaior Karam, University of Copenhagen, Denmark 
Greg Kelly, Pennsylvania State University, USA
Martin Kusch, University of Vienna, Austria 
Ismo Koponen, University of Helsinki, Finland 
Aggeliki Lefkaditou, University of Oslo, Norway
Roberto de Andrade Martins, Universiy of Sao Paulo, Brazil
Kevin McCain, University of Alabama at Birmingham, USA 
William McComas, University of Arkansas, USA 
Don Metz, University of Winnipeg, Canada
Mansoor Niaz, Universidad de Oriente, Venzuela 
Kathy Olesko, Georgetown University, USA 
Jongwon Park, Chonnam National University, South Korea
Erik Peterson, University of Alabama, USA 
Maurício Pietrocola, University of Sao Paulo, Brazil
Maria Elice Brzezinski Prestes, University of Sao Paulo, Brazil
Peter Ramberg, Truman State University, USA 
Anna Carolina Regner, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
Thomas Reydon, University of Hannover, Germany
David Rudge, Western Michigan University, USA 
John Rudolph, University of Wisconsin-Madison, USA 
Renee Schwartz, Georgia State University, USA 
Cibelle Celestino Silva, University of Sao Paulo, Brazil 
Jinwoong Song, Seoul National University, South Korea
Andreas Stylianides, University of Cambridge, UK 
Gábor Zemplén, Budapest University of Technology and Economics, Hungary
.

Accordion Widget
Advisory Board
Agustin Aduriz-Bravo, University of Buenos Aires, Argentina
Peter Heering, University of Flensburg, Germany
Dietmar Höttecke, University of Hamburg, Germany
Calvin Kalman, Concordia University, Montreal, Canada
Greg Kelly, Pennsylvania State University, USA
William McComas, University of Arkansas, USA
Cibelle Celestino Silva, University of Sao Paulo, Brazil