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.
We launched DISER on November 28, 2019 with a set of 14 position papers. Written by prominent scholars in various fields of science education research, these papers outline current challenges and future directions in various research areas including biology education, chemistry education, geology education and environmental education, physics education, nature of science, socioscientific issues, model and modeling, scientific argumentation, health education, engineering education, project-based learning, and informal science education. Although authors of these papers were invited because of their recognized expertise and international status, all the papers went through rounds of rigorous anonymous peer reviews and revisions. We hope you will find the papers to be not only informative but also insightful!