Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections:

• Learning : containing both reports of empirical research studies and interpretive articles related to the psychological aspects of the learning of science.

• Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching to science.

• Culture and Comparative Studies : including reports on comparative studies of aspects of science teaching and descriptive or interpretive articles on science education programs and practices throughout the world.

• Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers on the unique qualities of free-choice science learning. Papers should investigate the impacts of experiences in settings such as museums, homes, the Internet, the community, or other non-school contexts. Papers should discuss perspectives on such learning and present research findings or positions describing the role that such science experiences play in promoting the public's science interest, knowledge and/or behaviors across the life span.
• Science Teacher Education : containing descriptive articles and reports on empirical research studies, organization and operation of science teacher education programs, and the effectiveness of practices, procedures, or programs of teacher education in science.

• Books : covering reviews of recently published books in the field.

In addition, the journal regularly carries a Comments and Criticism section which provides a forum for the expression of differing view points and commentary and clarification of topics in published papers.

The Journal Editorial Board invites any manuscript addressing a relevant science education topic that employs an established and recognized scholarly approach and also impacts or is generalizable to national and international populations. Qualitative research reports that employ sophisticated research designs (e.g. MANOVAs linear modeling) and qualitative research reports that rigorously follow naturalistic research methods are preferred. One or two variable tests employing simple inferential statistics (e.g. ANOVA or ANCOVA) and poorly described and argued qualitative research are discouraged. All manuscripts must provide a thorough review of the literature that establishes the research problem or the issue at hand as well as a thorough conclusion that addresses the implications and limitations of the research or argument.