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The Journal of Research in Science Teaching is a peer-reviewed academic journal covering science education.It was established in 1963 and is published ten times per year by John Wiley & Sons on behalf of the National Association for Research in Science Teaching, of which it is the official journal.
International Journal of Science and Mathematics Education; Journal for Research in Mathematics Education; Journal of Mathematics Teacher Education;
Science Education is a bimonthly peer-reviewed scientific journal covering science education. It was established in 1916 as General Science Quarterly , obtaining its current name in 1929. The editors-in-chief are Sherry A. Southerland ( Florida State University ) and John Settlage ( University of Connecticut ).
Science Journal for Kids is an online scientific journal that publishes adaptations designed for children and teens of academic research papers that were originally published in high-impact peer-reviewed journals, as well as science teaching resources for teachers.
It covers science and mathematics education topics and research methods, particularly ones with cross-curricular dimensions or which explore the area from different cultural perspectives. [1] The journal was established in 2004 with Fou-Lai Lin ( National Taiwan Normal University ).
The International Journal of Educational Technology in Higher Education is a peer-reviewed academic journal that covers all aspects of educational technology in higher education. [1] The journal is diamond open access: authors do not need to pay an article-processing charge.
Science Matters [7] is a major public awareness and engagement campaign designed to rekindle a national sense of urgency and action among schools and families about the importance of science education and science literacy. Science Matters builds on the success of the Building a Presence for Science program, first launched in 1997 as an e ...
Teachers and Teaching: Theory and Practice is a peer-reviewed academic journal that publishes research on teaching. It was established in 1995 and is published eight times per year by Taylor & Francis. The editor-in-chief is Christopher Day (University of Nottingham).
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