The Journal of Disciplinary and Interdisciplinary Science Education Research (DISER) announces a special issue and invites scholars to submit a wide range of manuscripts on how science education policies, standards and teaching materials may promote these critical skills and competencies, as well as students’ deep learning in science.
Disciplinary and Interdisciplinary Science Education Research (DISER) announces a special issue on designing, developing and teaching project-based learning (PBL) to promote disciplinary and interdisciplinary science education. Globally, PBL has gained prominence as a potential instructional perspective to support learners in developing deeper and more usable knowledge as well as promote learners social and emotional learning.
Effect of retrieval practice and drawing on high school students’ conceptual understanding of the carbon cycle
DISER invites scholars to submit a wide range of manuscripts on Learning/Unlearning during the Covid-19 Pandemic: Futuristic Science Education. We welcome empirical, theoretical, and policy studies that focus on all learners to engage in science. This vision lays the foundation for youth to become well-informed and productive citizens, as well as pursue higher learning and science-related careers. Read more here.
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.
Disciplinary and Interdisciplinary Science Education Research is affiliated with the Faculty of Education, Beijing Normal University.
- ISSN: 2662-2300 (electronic)
Annual Journal Metrics
19 days submission to first editorial decision for all manuscripts (Median)
164 days submission to accept (Median)
133 Altmetric mentions
The journal is indexed by
- Google Scholar
- EBSCO Discovery Service
- OCLC WorldCat Discovery Service
- ProQuest-ExLibris Primo
- ProQuest-ExLibris Summon
- Astrophysics Data System (ADS)
- TD Net Discovery Service
- Norwegian Register for Scientific Journals and Series