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Journal of Research in Science Teaching
Published by Wiley (John Wiley & Sons).
ISSN 0022-4308 / 1098-2736
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Aims & scope
Journal of Research in Science Teaching publishes peer-reviewed research. Manuscripts pass a technical check and a scope check by the handling editor before going to independent reviewers.
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Recently published
Untitled
DOI 10.1002/tea.v63.9 Authors not listed · 2026
Issue Information
DOI 10.1002/tea.70075 Authors not listed · 2026
Teachers' Sense of Place and Perspectives on Climate Change Education: Moving Toward Community‐Based, Justice‐Oriented Approaches
DOI 10.1002/tea.70077 Wisam Sedawi, Shaima Alokbe, Orit Ben Zvi Assaraf, Angela Calabrese Barton · 2026
Perspectives on “The Separate Worlds of Science and Science Teaching, According to Potential Science Teachers”
DOI 10.1002/tea.70076 Katie Wade‐Jaimes · 2026
What Does It Mean To Be Good at Physics? Peer Recognition in a High School Physics Classroom
DOI 10.1002/tea.70078 Marta R. Stoeckel, Gillian H. Roehrig · 2026
The Potential Impact of a Socioscientific Issues Programme on Elementary School Students' Scientific Literacy
DOI 10.1002/tea.70074 Nicola Broderick, Paul van Kampen · 2026
Untitled
DOI 10.1002/tea.v63.8 Authors not listed · 2026
Issue Information
DOI 10.1002/tea.70071 Authors not listed · 2026
Toward a Multidimensional Science Content Knowledge Framework: An Expert Science Teacher's Uneven Development of Pedagogical Content Knowledge Through Classroom Teaching Experiences
DOI 10.1002/tea.70070 Kennedy Kam Ho Chan, Steven Ka Kit Yu, Su‐Chi Fang, Lihua Xu · 2026
Students' Construction, Evaluation, and Revision of Scientific Models Through Multimodal Representations
DOI 10.1002/tea.70072 Kason Ka Ching Cheung, Lan Yang · 2026
Correction to “Perspectives on Unpacking Climate Literacy in Science Education”
DOI 10.1002/tea.70073 Authors not listed · 2026
Intersections of Equitable Sensemaking and Equitable Relationship‐Building: A Study of Two Elementary Teachers' Science Teaching
DOI 10.1002/tea.70069 Amber S. Bismack, Christa Haverly · 2026
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