Science Education Journals
There is a diverse amount of journals on teaching and learning science in Higher Education. Each journal has its specific scope and requirements, such as, length of paper, research methods, and writing style.
Here is a list of Science Education Journals for Higher Education:
Advances in Physiology Education
promotes and disseminates educational scholarship in order to enhance
teaching and learning of physiology, neuroscience and pathophysiology.
The journal publishes peer-reviewed descriptions of innovations that
improve teaching in the classroom and laboratory, essays on education,
and review articles based on our current understanding of physiological
mechanisms. Submissions that evaluate new technologies for teaching and
research, and educational pedagogy, are especially welcome. The
audience for the journal includes educators at all levels: K-12,
undergraduate, graduate, and professional programs.
This peer-reviewed journal includes articles of interest and of use to teachers at every level. For example:
• Research on teaching alternatives, including evaluation of a new method; cooperative learning; concept maps; learning contracts; investigative experiences; use of educational technology;simulations and games; and the process of making value judgments.
• Social and ethical implications of biology and how to teach them; aging and death; genetic ngineering; energy; pollution; agriculture; population; health care; nutrition; sexuality; gender; and drugs.
• Specific how-to-do-it suggestions for laboratory, field activities, or interdisciplinary programs.
• Reviews of recent advances in the life sciences useful to teachers with references to originalsources.
• Imaginative views of the future and suggestions for coping with changes.
The aim of BAMBED is to enhance teacher preparation and student
learning in Biochemistry, Molecular Biology, and related sciences such
as Biophysics and Cell Biology, by promoting the world-wide
dissemination of educational materials. BAMBED seeks and communicates
articles on many topics, including:
• Innovative techniques in teaching and learning.
• New pedagogical approaches.
• Research in biochemistry and molecular biology education.
• Reviews on emerging areas of Biochemistry and Molecular Biology to
provide background for the preparation of lectures, seminars, student
presentations, dissertations, etc.
• Historical Reviews describing “Paths to Discovery”.
• Novel and proven laboratory experiments that have both skill-building and discovery-based characteristics.
• Reviews of relevant textbooks, software, and websites.
• Descriptions of software for educational use.
• Descriptions of multimedia materials such as tutorials on various aspects of biochemistry and molecular biology.
Manuscripts submitted to the Bioscene should primarily focus on the teaching of undergraduate biology or the activities of the ACUBE organization. Short articles (500-1000 words) such as introducing educational resources provided by another organization, reviews of new evolution software, suggestions for improving sampling methods in a field activity, and other topics are welcome as well as longer articles (1000-5000 words) providing more in depth description, analyses, and conclusions for topics such as introducing case-based learning in large lectures, integrating history and philosophy of science perspectives into courses or initiating student problem solving in bioinformatics.
Since 1964, BioScience has presented readers with timely and
authoritative overviews of current research in biology, accompanied by
essays and discussion sections on education, public policy, history,
and the conceptual underpinnings of the biological sciences. A
peer-reviewed, heavily cited, monthly journal with content written and
edited for accessibility to researchers, educators, and students alike,
BioScience is provided to all AIBS members in print
and online as a part of regular AIBS dues. BioScience includes articles
about research findings and techniques, advances in biology education,
professionally written feature articles about the latest frontiers in
biology, discussions of professional issues, book reviews, news about
AIBS, a policy column (Washington Watch), and an education column (Eye
on Education). Roundtables, forums, and viewpoint articles offer the
perspectives of opinion leaders and invite further commentary.
Sponsored in part by HHMI CBE—Life Sciences Education (CBE-LSE) is an online, quarterly journal owned and published by the American Society for Cell Biology (ASCB). The journal publishes original, previously unpublished, peerreviewed articles on life sciences education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, CBE-LSE is particularly interested in how students are introduced to the study of life sciences, as well as teaching approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics. One goal of the journal is to encourage teachers and instructors to view design of educational projects the way scientists view their research, as an intellectual undertaking with results than can be measured based on evidence of student learning. The target audience includes K–12, community college, comprehensive college or university students, graduate students, postdocs, or teachers training at any level. CBE-LSE is published online four times a year. All published articles are available freely online without subscription. In addition, published articles are indexed in PubMed and available through PubMed Central.
The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems,schools, colleges and universities. The journal comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert. Recent Special Issues have featured environmental
education and policy and practice in science education.
The journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff that support these teaching activities, as well as some scientists in commerce, industry, and government.
The main purpose of the Journal of College Science Teaching is to provide a forum for the exchange of
ideas on and experiences with undergraduate science courses. Publishing in JCST is also an opportunity to
report and discuss innovative teaching materials, methods, and evaluative criteria; disseminate contributions
toward improving college science instruction; and describe work in disciplinary science courses that is broad
enough in its approach to appeal to teachers in other scientific fields. All manuscripts are peer reviewed.
Manuscripts are solicited for publication in the Journal on Excellence
in College Teaching, a peer-reviewed journal published by and for
faculty at universities and two- and four-year colleges to increase
student learning through effective teaching, interest in and enthusiasm
for the profession of teaching, and communication among faculty about
their classroom experiences. The Journal provides a scholarly, written
forum for discussion by faculty about all areas affecting teaching and
learning, and gives faculty the opportunity to share proven, innovative
pedagogies and thoughtful, inspirational insights about teaching.
Reporting the latest in professional development activities at the
2-year college, 4-year college, and university levels. A highly
successful stand-by that addresses concerns for your most valuable
resource, PEOPLE! It is the one medium in higher education strictly
addressing both the practical and theoretical aspects of the planning,
design, implementation and evaluation of practices and programs leading
to effective and efficient institutions and individuals.
Journal of Research in Science and Teaching, the official journal of the National Association for Research in Science Teaching, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science and Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, or case study research approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism. Readership Teacher training institutions · college-level educators and researchers · school administrators · curriculum specialists.
Over 2,500 original, peer-reviewed resources for teaching undergraduate microbiology!
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.
This edited book series serves as a guide to the study of improved training, employment and administration of graduate
and professional student development programs. A new publication that addresses a critical need in higher education. The series is designed to highlight those aspects of professional development which prepare graduate and professional students for the multiple roles they
play as assistants as well as for the multiple roles they will play as professionals upon leaving graduate school. The full range of issues involved in the administration of development programs are addressed. Actively seeking new issue editors -- send for a review copy and guidelines.