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RESEARCH IN SCIENCE EDUCATION
ISSN：0157-244X

RESEARCH IN SCIENCE EDUCATION

RES SCI EDUC
学科领域：教育学
是否预警：不在预警名单内
是否OA：否
录用周期：-
新锐分区：教育学1区
年发文量：71
影响因子：2.3
JCR分区：Q1

基本信息

2020五年影响因子：4.0212020影响系数：5.439Ranking:107/1319（教育）-Scopus 2020 CiteScore 34.7 - ScopusResearch in Science Education（RISE）是一份备受推崇和广泛认可的国际领先期刊，旨在促进学术性科学教育研究，并引起广大读者的兴趣。RISE出版学术著作，促进在所有背景和各级教育的科学教育研究。这一意图与澳大利亚科学教育研究协会（ASERA）的目标一致，该协会与该杂志有关。如果您的研究：研究与科学教育有关的幼儿、小学、中学、大学、工作场所和非正式学习等环境;并在科学教育研究中推进我们的知识，而不是重复我们已经知道的东西。RISE将考虑探索科学教育领先的领域，如STEM、健康、环境、认知科学、神经科学、心理学和高等教育的学术著作。RISE内发表的感兴趣的学术著作反映并讲述了各种观点、方法和背景。此外，该杂志的编辑团队欢迎与科学教育为重点的投稿形式的多样性。考虑到这一点，RISE寻求发表实证研究论文。经验贡献包括：理论上或概念上有根据的;与科学教育理论和实践相关;强调研究的局限性;并确定未来可能的研究机会。我们会不时地委托独立的审稿人对最近出版的专著、编辑过的文集和/或教科书进行书评。在您向RISE投稿之前，请考虑以下检查表。你的论文是：不超过6000字，包括参考文献。充分校对以确保语法、句法、连贯性和良好的可读性;明确说明对你的科学教育领域知识体系的重大和/或创新贡献;国际化是指你的作品超越你的背景，与更广泛的受众相关;我们鼓励作者提交的论文长度不超过6000字，但在极少数情况下，如果作者提出了一个有说服力的理由，认为一部作品对科学教育的知识做出了非常重要的原创贡献，编辑可以选择发表更长的作品。
0157-244XSCIE/SSCI/Scopus收录
2.3
点击查看最新影响趋势>
3
新
2026年3月发布
点击查看历史分区趋势    >
大类学科小类学科Top期刊综述期刊
教育学1区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
1区
是
N/A
新
WOS期刊SCI分区  2024-2025最新升级版
按JIF指标学科分区收集子录JIF分区JIF排名百分位
学科：EDUCATION & EDUCATIONAL RESEARCH
SSCI
Q1
155/762
按JCR指标学科分区收集子录JCR分区JCR排名百分位
学科：EDUCATION & EDUCATIONAL RESEARCH
SSCI
Q1
150/762
暂无h-index数据
71
点击查看年发文量趋势图>
4%---EDUCATION & EDUCATIONAL RESEARCH-
8.7%
点击查看自引率趋势图>
时间预警情况
2026年03月发布的新锐学术版不在预警名单中
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
97.18%41.28%1.19%
CiteScore：7.00
SJR：1.024
SNIP：1.948
学科类别分区排名百分位
大类：Social Sciences
小类：Education
Q1
144 / 1620

期刊高被引文献

Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9623-5
Discrimination of the Contextual Features of Top Performers in Scientific Literacy Using a Machine Learning Approach
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9835-Y
Exploring Science Teachers’ Argumentation and Personal Epistemology About Global Climate Change
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9617-3
Disentangling the Role of Domain-Specific Knowledge in Student Modeling
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9656-9
Teachers’ Motivating Style and Students’ Motivation and Engagement in STEM: the Relationship Between Three Key Educational Concepts
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9830-3
The Role of Informal Support Networks in Teaching the Nature of Science
来源期刊：Research in Science EducationDOI：10.1007/S11165-016-9610-2
Productive Disciplinary Engagement in High- and Low-Outcome Student Groups: Observations From Three Collaborative Science Learning Contexts
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9838-8
Constructing Scientific Explanations: a System of Analysis for Students’ Explanations
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9648-9
Renewable and Nuclear Energy: an International Study of Students’ Beliefs About, and Willingness to Act, in Relation to Two Energy Production Scenarios
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9622-6
Modeling the Transition from a Phenotypic to Genotypic Conceptualization of Genetics in a University-Level Introductory Biology Context
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9626-2
Meeting the Challenges of English Learners by Pairing Science and Language Educators
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9837-9
Bhutanese Students’ Views of Nature of Science: a Case Study of Culturally Rich Country
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9611-9
An Investigation of Item Difficulties in Energy Aspects Across Biology, Chemistry, Environmental Science, and Physics
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9819-Y
How a Beginning Science Teacher Deals with Practical Work: an Explorative Study Through the Lens of Identity
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9826-Z
Science and Language Integration in Elementary Classrooms: Instructional Enactments and Student Learning Outcomes
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9850-Z
Identity Complexes and Science Identity in Early Secondary: Mono-topical or in Combination with Other Topical Identities
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-09882-0
The Nature of Science and Citizenship: a Delphi Analysis
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9817-5
Learning from Self-Diagnosis Activities when Contrasting Students’ Own Solutions with Worked Examples: the Case of 10th Graders Studying Geometric Optics
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9806-8
Using Local Rural Knowledge to Enhance STEM Learning for Gifted and Talented Students in Australia
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9823-2
Rethinking disciplinary links in interdisciplinary STEM learning: a temporal model
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-09872-2
Dynamics of Scientific Engagement in a Blended Online Learning Environment
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9802-Z
The Perceptions of Students in Secondary School in Regard to Evolution-Based Teaching: Acceptance and Evolution Learning Experiences—The Kingdom of Saudi Arabia
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9827-Y
An Activity for Transferring the Multidimensional Structure of SSI to Middle School Science Courses: I Discover Myself in the Decision-Making Process with SEE-STEP!
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-09865-1
Visual Literacy in Preservice Teachers: a Case Study in Biology
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9634-2
Discussing Paths Trodden by PCK: an Invitation to Reflection
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09867-z
A systematic approach to designing, implementing, and evaluating Learner-Generated Digital Media (LGDM) assignments and its effect on self-regulation in tertiary science education
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09885-x
Regenerating Our Place: Fostering a Sense of Place Through Rehabilitation and Place-Based Education
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09903-y
Undergraduate Research or Research-Based Courses: Which Is Most Beneficial for Science Students?
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9616-4
Toward Interdisciplinary Learning: Development and Validation of an Assessment for Interdisciplinary Understanding of Global Carbon Cycling
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9836-X
Science Teachers’ Views of Argument in Scientific Inquiry and Argument-Based Science Instruction
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-9861-9
Understanding the Use of Student-Centered Teaching Methods in Undergraduate Chemistry Courses
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9820-5
Do Preservice Science Teachers Develop Goals Reflective of Science Teacher Education? A Case Study of Three Preservice Science Teachers
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9816-6
Preschoolers’ Concepts of Digestive Physiology and Their Links with Body Mass Index
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9859-3
Axiology, the Subject and the Chair
来源期刊：Research in Science EducationDOI：10.1007/S11165-017-9646-Y
Overcoming Obstacles to the Formulation and Use of Questions in the Science Classroom: Analysis from a Teacher Reflection Workshop
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9857-5
Exploring the Effects of Intrinsic Motive, Utilitarian Motive, and Self-Efficacy on Students’ Science Learning in the Classroom Using the Expectancy-Value Theory
来源期刊：Research in Science EducationDOI：10.1007/s11165-018-9811-y
Identifying Changes in a Student’s Mental Models and Stimulating Intrinsic Motivation for Learning During a Dialogue Regulated by the Teachback Technique: a Case Study
来源期刊：Research in Science EducationDOI：10.1007/S11165-018-9810-Z
Practitioner Learning in the Intersections Between Science and Language
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09866-0
Appeals to Science: Recirculation of Online Claims in Socioscientific Reasoning
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-09878-W
Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9839-7
Gestalt and Functionality as Independent Dimensions of Mental Models in Science
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09892-y
Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9853-9
A Framework for the Development of Schoolyard Pedagogy
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-9860-x
Explanations in STEM Areas: an Analysis of Representations Through Language in Teacher Education
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9856-6
How Middle School Students Represent Phase Change and Interpret Textbook Representations: a Comparison of Student and Textbook Representations
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9834-Z
Examining Middle School Students’ Engineering Design Processes in a Design Workshop
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09893-x
The Use of Different Simulations and Different Types of Feedback and Students’ Academic Performance in Physics
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9858-4
A Practitioner’s Inquiry into Vocabulary Building Strategies for Native Spanish Speaking ELLs in Inquiry-Based Science
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9848-6
Constructing Explanations in Science: Informal Formative Assessment Practices Among Science Teachers of English Learners
来源期刊：Research in Science EducationDOI：10.1007/S11165-019-9849-5
Public Engagement with Science in Everyday Life: Perceptions of Wi-Fi Radiation Risks in Schools
来源期刊：Research in Science EducationDOI：10.1007/s11165-019-09894-w

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2026年3月发布（新锐分区）
大类学科小类学科Top期刊综述期刊
教育学1区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
1区
是
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教育学3区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
3区
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2023年12月旧的升级版
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教育学3区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
3区
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否