期刊名称：INTERNATIONAL JOURNAL 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
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.
Instructions to Authors
Authors based in North America or Australasia are invited to submit papers to the appropriate Regional Editor, whilst papers from Europe, Africa, Asia, and South America should be sent to the Editor-in-Chief. IJSE considers all manuscripts on condition they are the property (copyright) of the submitting author(s) and that copyright will be transferred to IJSE and Taylor & Francis if the paper is accepted.
Book reviews and books for review should be sent to:
Jan Driel, ICLON, Universiteit Leiden, Wassenaarseweg 52,
PO Box 9555, NL-2300 RB Leiden, Netherlands
Editor-in-Chief:
Professor John K.Gilbert, Institute of Education, The University of Reading, Bulmershe Court, Earley, Reading RG6 1HY, UK
Email: j.k.gilbert@reading.ac.uk
Regional Editor for Australasia:
Professor David Treagust, Science and Mathematics Education Centre, Curtin University of Technology, GPO Box U1987, Perth, Western Australia 6845.
Email: D.Treagust@smec.curtin.edu.au
Regional Editor for North America:
Dr Janice Gobert, c/o The Concord Consortium, 10 Concord Crossing, Suite 300, Concord, MA 01742, USA
Email: jgobert@concord.org
The International Journal of Science Education attaches importance to applicable research, that is, research that is capable of being used in real educational settings. Studies in all settings for science education, i.e. informal, primary, secondary, higher, adult and continuing, and vocational, are regarded as of equal importance. All papers which appear in IJSE have been thoroughly peer-reviewed.
The Journal carries four types of article:
- General articles
These are theoretically-based papers (35 pages maximum) debating and exploring existing research, methodologies, and new perspectives.
- Innovations and developments
These are accounts of the nature of an innovation or a development, of how it was produced, and include an evaluation of its use in practice.
- Research reports
These are accounts of qualitative or quantitative enquiries that present conclusions and implications for future research and practice in the context of a critical review of relevant literature and an account of the methods and procedures used.
- Book reviews
These are concise critical reviews of books that address research into science education. Book reviews are prepared at the invitation of the editors. However, suggestions are welcomed.
Submissions
Submissions should be original and unpublished work not currently under review by another journal or publisher. Authors should forward four copies of their manuscript, typewritten in double line spacing using the format and reference standard set out in the Publication Manual of the American Psychological Association (2001, 5th edition). A transmittal letter signed by the author should be included. This letter should request review of the manuscript and indicate that the manuscript has not been published nor submitted for publication elsewhere. The first page of the manuscript should be a cover page detailing the title of the article, running head, name(s) of author(s), affiliation(s), and postal and E-mail addresses for correspondence. Telephone and fax numbers should also be included.
Review
Manuscripts are sent for blind peer-review to members of the Editorial Board and/or Guest Reviewers. The review process generally requires three months. The receipt of submitted manuscripts will be acknowledged by each Editor, from whom a decision and reviewers' comments will be received when the peer-review has been completed.
Final copy and Disks
Authors should send the final, accepted version of their articles in both hard copy paper and electronic disk forms. It is essential that the hard copy (paper) version exactly matches the material on disk. Please print out the hard copy from the disk you are sending. Submit three printed copies of the final version with the disk to the journal's editorial office. Save all files on a standard 3.5 inch high-density disk. We prefer to receive disks in Microsoft Word?in a PC format, but can translate from most other common word processing programs as well as Macs. Please specify which program you have used. Do not save your files as "text only" or "read only".
Authors' Alterations
A copy of the final revised manuscript should be retained by the author for proof-reading purposes. Page proofs for correcting will be sent to authors by Taylor & Francis prior to the manuscript going to press. Every effort is made to publish accepted papers within twelve months of return of proofs.
Early Electronic Offprints: Corresponding authors can now receive their article by e-mail as a complete PDF. This allows the author to print up to 50 copies, free of charge, and disseminate them to colleagues. In many cases this facility will be available up to two weeks prior to publication. Or, alternatively, corresponding authors will receive the traditional 50 offprints. A copy of the journal will be sent by post to all corresponding authors after publication. Additional copies of the journal can be purchased at the author’s preferential rate of ?5.00/$25.00 per copy.
Copyright.
It is a condition of publication that authors assign copyright or licence the publication rights in their articles, including abstracts, to Taylor & Francis. This enables us to ensure full copyright protection and to disseminate the article, and of course the Journal, to the widest possible readership in print and electronic formats as appropriate. Authors may, of course, use the article elsewhere after publication without prior permission from Taylor & Francis, provided that acknowledgement is given to the Journal as the original source of publication, and that Taylor & Francis is notified so that our records show that its use is properly authorised. Authors retain a number of other rights under the Taylor & Francis rights policies documents. These policies are referred to at www.tandf.co.uk/journals/authorrights.pdf for full details. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.
Format of Manuscripts
Number of copies
Four copies of the manuscript should be submitted, together with a disk version, to the appropriate editor (see above). Manuscripts should be typed on one side of A4 or 8?x 11 inch good quality white paper, in 12-point font, double spaced throughout (including the reference section).
Cover Page
The first page of the manuscript should consist only of the running head, the title of the paper (in bold) , the author(s) name(s) and institutional affiliation(s) (in italics), and full details (mailing address, telephone, fax, email address) for correspondence with the main author. Only the first letter in each word of the title and author(s) name etc should be in upper case, the rest in lower case. To facilitate blind reviewing, this page will be removed from copies sent to reviewers.
Abstract
The second page of the manuscript should begin with the title of the paper and an abstract which should not exceed 150 words. The name(s) of the author(s) should not appear on this page. For papers reporting original research, state in brief: the primary objective (the research questions addressed or any hypothesis tested); the research design; the methods and procedures employed; the number of subjects; the main outcomes and results; the conclusions drawn from these data and results, including their implications for further research or application/practice.
Notes on style
For all manuscripts, gender-, race-, and creed-inclusive language is mandatory. The preferred local (national) usage for ethnic and other minorities should be used in all papers. For the USA, 'African-American', 'Hispanic', and 'Native American' are used. For the UK, 'Afro-Caribbean' is used.
Writing should be clear and concise, with objectives stated and terms defined. Arguments should be substantiated with well-reasoned supportive evidence. Relevant articles in the area being addressed should be reviewed. Such articles must be referenced acccurately.
Authors are asked to take account of the diverse audience of the IJSE. Explain clearly-or avoid the use of - terms that might be meaningful only to a local or national audience. At the same time, where appropriate, preference is given to papers which reflect the particularities of each social and cultural system. In some cases it may be helpful if those particularities are contrasted with well-informed accounts of comparable situations elsewhere.
Brief biographical details of significant national figures or institutions should be outlined in the text unless it is quite clear that they would be known internationally. For example, some suggested editorial recommendations to a 'typical' text are indicated in the following by square brackets: 'From the time of H.E. Armstrong [in the 19th century] to the curriculum development work associated with the Nuffield Foundation [in the 1960s], there has been a shift from heurism to constructivism in the design of [British] science courses'.
Material to be emphasized (italicized in the printed version) should be underlined in the typescript rather than italicized. Please use such emphasis sparingly.
Spelling and Punctuation
UK and not USA spelling is used i.e. colour not color; behaviour not behavior; [school] programme not program; [he] practises not practices; centre not center; organization not organisation; analyse not analyze, etc.
Single 'quotes' are used for quotations rather than double "quotes", unless the 'quote is "within" another quote'.
Punctuation should follow the UK style, e.g. 'quotes precede punctuation'. Punctuation of common abbreviations should follow the following conventions: e.g. i.e. cf.
Note that such abbreviations are not followed by a comma or a (double) point/period. Dashes (M-dash) should be clearly indicated in manuscripts by way of either a clear dash ( - ) or a double hyphen (--).
Apostrophes should be used sparingly. Thus, decades should be referred to as follows: 'The 1980s [not the 1980's] saw ...'. Possessives associated with acronyms (e.g. PA), should be written as follows: 'The APU's findings that ...', but, NB, the plural is APUs.
Abbreviations and acronyms
'US' is preferred to 'American', USA to 'United States', and UK to 'United Kingdom'. All acronyms for national agencies, examinations, etc. should be spelled out the first time they are introduced in text or references. Thereafter the acronym can be used if appropriate, e.g. 'The work of the Assessment of Performance Unit (APU) in the early 1980s ...'. Subsequently, 'The APU studies of achievement ...', in a reference ... (Department of Education and Science [DES] 1989a).
Numbers
n (not N), % (not per cent) should be used in typescripts.Numbers in text should take the following forms: 300, 3000, 30 000. Spell out numbers under 10 unless used with a unit of measure, e.g. nine pupils but 9 mm (do not introduce periods with measure). For decimals, use the form 0.05 (not .05).
Tables and Figures
Artwork submitted for publication will not be returned and will be destroyed after publication, unless you request otherwise. Whilst every care is taken of artwork, neither the Editor nor Taylor & Francis shall bear any responsibility or liability for non-return, loss, or damage of artwork, nor for any associated costs or compensation. You are strongly advised to insure appropriately.
Tables and figures should be valuable, relevant, and visually attractive. Tables and figures must be referred to in the text and numbered in order of their appearance. Each table and figure should have a complete, descriptive title; and each table column an appropriate heading.
Tables and figures should be referred to in text as follows: figure 1, table 1, i.e. lower case. 'As seen in table [or figure] 1 ...' (not Tab., fig. or Fig).
The place at which a table or figure is to be inserted in the printed text should be indicated clearly on a manuscript:
[Insert table 2 about here ]
Each table and/or figure must have a title that explains its purpose without reference to the text.
All figures and tables must be on separate sheets and not embedded in the text. Original copies of figures should be supplied. All figures should allow for reduction to column width (130 mm) or page width (160 mm). Please avoid figures that would require landscape reproduction, i.e. reading from bottom to top of the page. Photographs may be sent as glossy prints or negatives.
Please number each figure on the reverse in pencil.
Do not type the caption to a figure on that figure; the legends to any illustrations must be typed separately following the main text and should be grouped together. Tables should not contain vertical lines.
Acknowledgements
Any acknowledgements that authors wish to make should be included in a separate headed section at the end of the manuscript.
Citations in text
References should be cited in the text first by date, then alphabetically, thus: (Burbidge 1989, Higins and Browne 1989, Sherali et al. 1989); and listed in alphabetical order in the reference section at the end of the paper.
Editorial Board
Editor-in-Chief:
John K. Gilbert - Institute of Education, University of Reading, Reading, RG6 1HY, UK
Editors:
Janice Gobert - The Concord Consortium, USA
Assistant: G. Michael Barnett - Boston College, USA
Norman Lederman - Illinois Institute of Technology, Chicago, USA
David F Treagust - Curtin University of Technology, Australia
Rosaria Justi - University of Minas Gerais, Brazil
Justin Dillon - King's College London, UK
Reviews Editor:
Jan Van Driel - Universiteit Leiden, Netherlands
Editorial Board:
E. Abrams - University of New Hampshire, USA
R. Abrams - Robert Abrams Consulting, New York, USA
M.P. Jimenez Aleixandre - University of Santiago de Compostela, Spain
C. Ault - Lewis and Clark College, USA
M. Barker - University of Waikato, New Zealand
P. Bell - University of Washington, USA
J. M. Bennett - University of York, UK
C. Boulter - Institute of Education, University of London, UK
D. Brown - University of Illinois, USA
E. Chiapetta - University of Houston, USA
G. Chittleborough - Curtin University of Technology, Australia
R. K. Coll - University of Waikato, New Zealand
B. Coppola - University of Michigan, USA
Z. Dagher - University of Delaware, USA
O. de Jong - Utrecht University, The Netherlands
C. Dede - Harvard University, Cambridge, MA, USA
R. Duit - University of Kiel, Germany
K. Edmonson - Cornell University, USA
S. Erduran - University of Bristol, Bristol, UK
G. Erickson - University of British Columbia, Canada
K. Fisher - University of California, San Diego, USA
B. France - University of Auckland, New Zealand
D. Gabel - Indiana University, USA
M. Goedhart - Universiteit van Amsterdam, The Netherlands
R. Gott - University of Durham, UK
D.R. Green - University of Aberdeen, UK
R. Gunstone - Monash University, Australia
M. Hackling - Edith Cowan University, Australia
S. Haggerty - University of Western Ontario, Canada
A. Harrison - Central Queensland University, Australia
W. Holliday - University of Maryland, USA
P. Horwitz - Concord Consortium, USA
S. Hsi - The Exploratorium, San Francisco, USA
T. Jarvis - University of Leicester, UK
A. H. Johnstone - University of Glasgow, UK
A. Jones - University of Waikato, New Zealand
G. Jones - University of North Carolina, USA
D. Jorde - University of Oslo, Norway
A. Kindfield - Educational Designs Unlimited, USA
O. Lee - University of Miami, USA
E. Lewis - University of California, USA
F. Lubben - University of York, UK
R. Millar - University of York, UK
M. Monk - Gatsby Technical Education Projects, London, UK
C. Murphy - Queen's University, Northern Ireland
L. Newton - University of Nottingham, UK
J. Osborne - King's College, University of London, UK
J. Peters - University of West Florida, USA
P. Preece - University of Exeter, UK
D. Psillos - Aristotle University of Thessaloniki, Greece
M. Ratcliffe - University of Southampton, UK
M. Reiner - Israeli Institute of Technology, Technion, Israel
M. Reiss - Institute of Education, University of London, UK
S.M. Ritchie - James Cook University, Australia
L. Rogers - University of Leicester, UK
J. Ryder - University of Leeds, UK
E. Savelsbergh - University of Utrecht, Netherlands
H.-J. Schmidt - Universitat Dortmund, Germany
L. Simonneaux - Ecole National de Formation, France
S. Simon - Institute of Education, University of London, UK
J. Slotta - University of California, USA
N. Songer - University of Michigan, USA
S. M. Stocklmayer - The Australian National University, Australia
K. Taber - University of Cambridge, UK
P. Taylor - Curtin University of Technology, Australia
A. Tiberghien - Universite Lumiere, France
J. Trowbridge - Southeastern Louisiana University, USA
D. Trumbull - Cornell University, USA
R. Tytler - Deakin University, Australia
G. Uno - University of Oklahoma, USA
G. Venville - Curtin University of Technology, Australia
B. Waldrip - The University of Southern Queensland, Australia
J. Wallace - OISE, University of Toronto, Canada
D. M. Watts - Roehampton University of Surrey, UK
E. Woodruff - University of Toronto, Toronto, Ontario
C. Zembal-Saul - Pennsylvania State University, USA
A. Zylberstajn - University of Santa Catarina, Brazil
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