Section Policies
Research
Research articles that address issues related to the learning or teaching of Physics or other Natural Sciences. These can correspond to work of theoretical development, methodological analysis, or construction of results from empirical data. Work can range from research addressing particular learning or teaching issues as well as the elaboration, implementation and evaluation of teaching proposals.
-Peer Reviewed (Please find evaluation criteria in the Author Guidelines section)
Teaching Narratives
This section is specifically oriented to share innovative teaching experiences carried out by Science/Physics teachers in their own classrooms or other non-formal environments. Emphasis is placed on the view of the teacher as the constructor of the proposal, and the surveyor of its results.
In-service and pre-service teachers are specially invited to share in this section those experiences that entailed particular teaching challenges and that resulted in a rich teaching experience providing to their knowledge of the vast universe of the teaching profession. We believe that these characteristics of particular teaching challenges and the way they are addressed is what makes them so worthy of being shared with other members of the community.
Although manuscripts may be flexible in structure, we encourage authors to include:
a) context of the situation that originated the experience. What circumstances lead to the particular teaching proposal, what was the problem students were having, what kind of school or other education facility was involved, etc. In other words: what was the problem that needed to be addressed.
b) the proposal and the support for the actions in it. In other words, what was done, why, and what those actions meant to achieve.
c) results: evidences of the transformations in terms of student and teacher participations during the experience.
d) final considerations: why this experience was valuable.
Manuscript format should follow the specifications found in “information for authors”. Manuscripts will be reviewed by researchers in Physics Education and/or teachers with experience in teaching at the level the experience pertains to. The review process will be oriented by the editorial team.
-Peer Reviewed (Please find evaluation criteria in the Author Guidelines section)
Essays and Special Topics
Original founded papers that elaborate on particular issues, such as Physics topics, integrating science, technology, society and environment, philosophical and epistemological matters, analysing leading scientific programs, etc. Contributions in this section are meant to be purposeful input for the job of Physis Teachers and Physics Education Researchers.
-Peer Reviewed (Please find evaluation criteria in the Author Guidelines section)
Thesis
Thesis abstracts corresponding to undergraduate or graduate work in Science Education.
Scientific Meeting Reviews
Reviews of Scientific Meetings on Science Education worldwide.
Teaching Material Reviews
Reviews on curricular developments, critical essays on articles, books and projects dealing with Science Education.
