Journal Report

RESEARCH IN SCIENCE EDUCATION

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Journal Information
Journal Title
RESEARCH IN SCIENCE EDUCATION
Publisher
SPRINGER
ISSN
0157-244X
E-ISSN
1573-1898
Database
Clarivate
Domain
Life Sciences, Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓ ✓
2025 ✓ ✓
2024 ✓ ✓
2023 ✓ ✓
2021/2022 ✓ ✓
2020 ✓ ✓
2019 ✓ ✓
2018 ✓
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
“Don’t Pretend We Don’t Exist” - Experiences of Sex and Gender Inclusivity in Science Classrooms
Evangelia Kakavas, Jessica K. Abbonizio, Connor J. Bayly-Jones et al.
2026-10-29
DOI: 10.1007/s11165-026-10385-y
An Expectancy-Value Model of Motivation, Engagement, and Physics Continuation Intentions in Senior Secondary Students
Jessy Abraham, Katrina Barker
2026-10-5
DOI: 10.1007/s11165-026-10383-0
Supporting Science Teachers to Embed Writing: Teacher Perspectives and Curriculum Redesign
Helen Georgiou, Annette Turney, Wendy Nielsen et al.
2026-10-2
DOI: 10.1007/s11165-026-10384-z
Exploring the Tension Between Fidelity and Flexibility in Research-Informed Primary Science Professional Development
Sarah Earle
2026-9-30
DOI: 10.1007/s11165-026-10382-1
Enhancing the Conceptual Understanding of Pre-Service Science Teachers: Augmented Reality in Online Education for Interparticle Forces
Nesrin Urun Arici
2026-9-29
DOI: 10.1007/s11165-026-10379-w
Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education
Chris B. Della Vedova, David Birbeck, Sarah K. Davey
2026-9-28
DOI: 10.1007/s11165-026-10380-3
More than a Quick Search: Interplay between Students’ use of Scientific Concepts and Online Search Strategies
Anna Lodén, Johanna Lönngren, Christina Ottander
2026-9-28
DOI: 10.1007/s11165-026-10381-2
An Accelerated Longitudinal Design Study Examining Emotional Engagement toward Learning Science from Grades 3 through 12
Robert H. Tai, Ji Hoon Ryoo, Xin Xia et al.
2026-9-23
DOI: 10.1007/s11165-026-10368-z
The Effect of Deliberative Argumentation on Knowledge, Trust, and Willingness to Mitigate Climate Change in a Group of Chilean High School Students
Pablo Escobar, Claudia Vergara, Antonia Larrain et al.
2026-9-15
DOI: 10.1007/s11165-026-10376-z
Pedagogical and Curricular Affordances and STEM Learning Outcomes: A Barcode Analysis
Tang Wee Teo, Zhuoli Zheng, Jin Xin Matilda Ho
2026-9-8
DOI: 10.1007/s11165-026-10374-1
Articles retrieved from Crossref.
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Printed: October 31, 2026 19:26