期刊名称：CULTURAL STUDIES OF SCIENCE EDUCATION
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
Aims and scope
Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration.
This journal
- focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon;
- publishes articles that have an explicit and appropriate connection with and immersion in cultural studies;
- seeks articles that have theory development as an integral aspect of the data presentation;
- establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy;
- builds new communities at the interface of currently distinct discourses;
- aims to be a catalyst that forges new genres of and for scholarly dissemination;
- provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars;
- publishes manuscripts that encompass all forms of scholarly activity;
- includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
Instructions to Authors
CSSE_SCOPE AND GOALS OF THE JOURNAL.pdf
Editorial Board
Editors-in-Chief
Catherine Milne, New York University, USA
Christina Siry, University of Luxembourg
Founding Editor
Kenneth Tobin, The Graduate Center,City University of New York, USA
Review editor & international language coordinator
Alejandro J. Gallard Martínez, Georgia Southern University, USA
Editorial Board
Jennifer D. Adams, University of Calgary, USA
Emilia Afonso Nhalevilo, Pedagogical University in Maputo, Mozambique
Maria Andrée, Stockholm University, Sweden
Lucy Avraamidou, University of Groningen, The Netherlands
Jesse Bazzul, University of Massachusetts Dartmouth, USA
Alberto Bellocchi, Queensland University of Technology, Australia
John Lawrence Bencze, University of Toronto, Canada
Lyn Carter, Australian Catholic University, Melbourne, Australia
Carolina Castano Rodriguez, Australian Catholic University, Victoria, Australia
Pauline Chinn, University of Hawaii-Manoa, USA
Bronwen Cowie, University of Waikato, New Zealand
Eduardo Dopico, University of Oviedo, Spain
Charbel El-Hani, Federal University of Bahia, Brazil
Mariona Espinet, Universitat Autonoma de Barcelona, Spain
Marilyn Fleer, Monash University, Australia
Rachel Gisewhite, University of Southern Mississippi, USA
George Glasson, Virginia Polytechnic Institute and State University, Blacksburg, USA
Anita Hussénius, Uppsala University and University of Gävle, Sweden
Kamini Jaipal-Jamani, Brock University, Canada
Mijung Kim, University of Alberta, Canada
Ralph Levinson, University of London, UK
David E. Long, Morehead State University, USA
Bal Chandra Luitel, Kathmandu University, Nepal
Johnny Lupinacci, Washington State University, USA
Sonya N Martin, Seoul National University, Republic of Korea
Isabel Martins, Federal University of Rio de Janeiro, Brazil
Felicia Moore Mensah, Columbia University, USA
Colette Murphy, Trinity College, Dublin, Ireland
Alandeom W. Oliveira, State University of New York at Albany, USA
Kathrin Otrel-Cass, Aalborg University, Denmark and the University of Graz, Austria
Wesley Pitts, City University of New York, USA
Chantal Pouliot, University Laval, Québec, Canada
Cassie Quigley, Clemson University, South Carolina, USA
Jrène Rahm, University of Montreal, QC, Canada
Silvia Lizette Ramos de Robles, University of Guadalajara, Mexico
Michael Reiss, Institute of Education, University of London, UK
Flavia Rezende, Federal University of Rio de Janeiro, Brazil
Stephen Ritchie, Murdoch University, Australia
Alberto J. Rodriguez, Purdue University, USA
Kathryn Scantlebury, University of Delaware, USA
Ajay Sharma, University of Georgia, USA
Aik Ling Tan, Nanyang Technological University, Singapore
Elisabeth Taylor, Murdoch University, Australia
Deborah Tippins, University of Georgia, USA
Sara Tolbert, University of Arizona, USA
Matthew Weinstein, University of Washington, USA
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