Research of Science Education (RSE) is to provide a forum for the sharing, dissemination, and discussion of research, experience, and perspectives across a wide range of education, teaching, development, instruction, evaluation and assessment, educational media, educational projects and innovations, learning methodologies and new technologies in science education implemented in primary education, secondary education, and tertiary education. This journal's publication criteria are novelty, quality, and general interest in experimental and theoretical science education. Articles that deal with theoretical analyses, meta-analysis reviews, and results of research or empirical studies from all aspects of science education are welcome. Experimental papers are expected to be related to theory, and theoretical papers should be connected to present or future experiments. RSE publishes scholarly articles of general significance to the education research community from various areas of education research and related disciplines. RSE aims to make significant programmatic research and new findings of broad importance widely accessible.

RSE publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers to advance our knowledge of science education theory and practice. Moreover, this journal also covers the issues concerned with environmental education & environmental science. In addition to original articles, the journal features the following special sections:

• Learning: consisting of theoretical and empirical research studies on learning of science. We invite manuscripts investigating learning and its change and growth from various psychological, social, cognitive, socio-historical, and affective lenses. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome.
• Critical Perspectives in Science Education: composed of empirical research, conceptual arguments, or reviews that focus on science learning, pedagogies, curricula, or initiatives that explicitly question or challenge the dominant goals and aims of the field. This may include macro- (e.g., policy) or ground-level (e.g., classrooms, out-of-school, community settings) considerations of sociopolitical contexts of science oppression, their intersections, anti-oppressive directions, and/or alternative possibilities about science education.  
• Issues and Trends: consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to science teaching. 
• Science Learning: consists of analytical, interpretative, or philosophical papers on learning science outside the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after-school settings, museums, and other opportunities that develop science interest, knowledge, or practices across the lifespan. Attention to issues and factors relating to equity in science learning are especially encouraged.
• Science Teacher Education: consisting of original empirical and/or theoretical research that examines teachers' preparation, teachers' work, or how a broader context influences teachers' work. "Teacher education" refers to development throughout the continuum of ones teaching career, from pre-service, through induction, into advanced professional teaching stages.
• Science Education Policy: including reports about the goals and/or underlying principles of policies adopted by the government, interest groups, school districts, etc., and their effect on science teaching and learning. Additionally, research on science education policy relates to a critical examination of how policy decisions influence science education's theory, research, and practice.
• Science Studies and Science Education: provides a forum for interdisciplinary investigations into science and science education. It informs and derives perspectives from history, philosophy, anthropology, and sociology of science as well as cognitive psychology and artificial intelligence, to contribute to science education's theory, methodology, policy, and practice.

The Journal Editorial Board invites any manuscript addressing a relevant science education topic that employs an established and recognized scholarly approach and also impacts or is generalizable to national and international populations.