When goals do not concur: conflicting perceptions of school science
COVID-19 and impact on peer review
As a result of the significant disruption that is being caused by the COVID-19 pandemic we are very aware that many researchers will have difficulty in meeting the timelines associated with our peer review process during normal times. Please do let us know if you need additional time. Our systems will continue to remind you of the original timelines but we intend to be highly flexible at this time.
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Changes to students’ motivation to learn science
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A content analysis of pre-college lesson plans on human evolution
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‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence
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Incorporating socioscientific issues into a STEM education course: exploring teacher use of argumentation in SSI and plans for classroom implementation
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Physics education research for 21st century learning
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Promoting deep learning through project-based learning: a design problem
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The future challenge of Earth science education research
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New directions in socioscientific issues research
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Biology education research: building integrative frameworks for teaching and learning about living systems
Special Issue on Current Challenges and Future Directions for Science Education Research
Disciplinary and Interdisciplinary Science Education Research (DISER) promotes scholarship and best practices in education within and across science disciplines. DISER publishes original empirical, conceptual and policy studies reflecting the latest development in science education from disciplinary and interdisciplinary perspectives.
Aims and scope
Disciplinary and Interdisciplinary Science Education Research (DISER) promotes scholarship and best practices in education within and across science disciplines. DISER publishes original empirical, conceptual and policy studies reflecting the latest development in science education from disciplinary and interdisciplinary perspectives. DISER bridges the divide and facilitates dialogue between formal and informal, disciplinary and interdisciplinary, K-12 and post-secondary, as well as English-speaking and non-English speaking country science education. Disciplinary science education researchers and practitioners seeking interdisciplinary insights will find this journal to be particularly beneficial.
DISER’s scope is broad in both methodology and content. It is interested in research at all levels, including early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education. It publishes research in biology education, chemistry education, geology education, physics education, science education, and engineering education. Research can take various methodological approaches, including qualitative research designs (e.g., ethnography, narratives, case studies, historical/philosophical approaches, etc.), quantitative research designs (e.g., experimental and quasi-experimental designs, survey research, correlation study, measurement study, statistical research, etc.), and mixed methods. DISER also publishes position papers, critical reviews of literature, critique and comments and book reviews.
Affiliated with
Disciplinary and Interdisciplinary Science Education Research is affiliated with the Faculty of Education, Beijing Normal University.
- ISSN: 2662-2300 (electronic)
Annual Journal Metrics
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Speed
53 days to first decision for reviewed manuscripts only
39 days to first decision for all manuscripts
129 days from submission to acceptance
27 days from acceptance to publicationUsage
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The journal is indexed by
- DOAJ
- Google Scholar
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- ProQuest-ExLibris Primo
- ProQuest-ExLibris Summon
- Astrophysics Data System (ADS)
- CNKI
- Dimensions