This journal publishes original articles on the latest issues and trends occurring internationally in physics education and science education, teaching, development, instruction, educational projects and innovations, curriculum, learning, policy, learning methodologies and new technologies, and preparation of physics and science teachers with the aim to advance our knowledge of physics education and science education theory and practice. In addition to original articles, the journal features the following special sections:

  • Learning: consisting of theoretical and empirical research studies on learning of physics education and science education. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, and affective. Studies examining the relationship of learning to teaching, the physics and science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome.
  • Issues and Trends: consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of physics and science. This special section particularly seeks to promote informed dialogues about current issues in physics and science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary.
  • Physics and Science Learning in Everyday Life: consisting of analytical, interpretative, or philosophical papers regarding learning physics and science outside of 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 life span. Attention to issues and factors relating to equity in science learning are especially encouraged.
  • Physics and Science Teacher Education: consisting of original empirical and/or theoretical research that examines the preparation of teachers, the work of teachers, or how teachers' work is influenced by a broader context. "Teacher education" refers to development throughout the continuum of one’s teaching career, from pre-service, through induction, into advanced professional stages of teaching.
  • Physics and Science Education Policy : including reports about the goals and/or underlying principles of policies adopted by government, interest groups, school districts, etc., and their effect on physics and science teaching and learning. Additionally, research on physics and science education policy relates to a critical examination of how theory, research, and practice of physics and science education are influenced by policy decisions.
  • Physics and Science Education: provides a forum for interdisciplinary investigations into physics and science education. It informs and derives perspectives from history, philosophy, anthropology, and sociology of physics and science as well as cognitive psychology and artificial intelligence to contribute to the theory, methodology, policy, and practice of physics and science education.