Asia-Pacific Science Education
2023 Impact Factor: 0,9
APSE publishes papers examining on-going educational issues associated with science learning and teaching in the Asia-Pacific region as well as research involving Asian students and teacher populations in other areas of the world. APSE seeks to provide researchers in the Asia-Pacific region with a central channel for disseminating research in local contexts about issues in science education to both science educators in the geographical region and researchers in the extended international community. APSE is unique in that the journal focuses on the publication of scholarly articles examining issues related to science teaching and learning in Asia as well as articles that address the issues facing science teachers and science learners who are members of the Asian Diaspora. As a result, the scholarly works published in APSE encompass diverse topics of interest that are significant for a wide readership.
APSE’s scope is broad in both methodology and content. The journal accepts research conducted at all levels, including early childhood, primary, secondary, tertiary, workplace, and informal learning, as they relate to science education. The journal invites scholarly manuscripts employing various methodological approaches, including qualitative as well as quantitative research designs and mixed-methods studies. APSE publishes original articles examining on-going educational problems associated with science learning and teaching and publishes critical reviews of literature on emerging issues in the field of science education.
A central goal for APSE is to help support future generations of science education scholars in the Asia-Pacific region. In addition to supporting early career scholars, the journal also offers a home for established researchers who wish to continue building strong foundations for science education research by publishing articles appreciated by both regional and international audiences. APSE offers all generations of researchers a collective space for sharing work that contextualizes some of the unique issues faced by science educators, researchers, teachers, and students in the Asia-Pacific region. Specifically, APSE encourages authors to provide more detail about the context in which their studies were conducted, and it asks that authors discuss how their findings are salient in these local contexts, as well as in regional (Asia) and international contexts. It also wants to encourage researchers outside of Asia who are exploring issues faced by members of the Asian Diaspora to share their work in APSE. In doing so, APSE seeks to offer readers a more contextualized understanding of the ways in which Asian teachers, students, and families living in communities outside of the Asia-Pacific experience science teaching and learning.
In order to ensure the research integrity of our publications, and by doing so to ensure that we achieve our aim of providing scholars with superior service, Brill works closely with authors and editors to promote adherence to the core principles of publication ethics as articulated by the Committee on Publication Ethics (COPE). Please visit Brill's Publication Ethics & COPE Compliance page for more information.
Society affiliation
APSE is sponsored by The Korean Association for Science Education (KASE). KASE was founded in 1976 and currently has more than 3,500 members. KASE aims to contribute to the advancement of science education through research and development. To support these goals, KASE sponsors two science education conferences a year and two different journals to help disseminate research findings to researchers, teacher educators, and teachers – both domestically and internationally.
APSE publishes papers examining on-going educational issues associated with science learning and teaching in the Asia-Pacific region as well as research involving Asian students and teacher populations in other areas of the world. APSE seeks to provide researchers in the Asia-Pacific region with a central channel for disseminating research in local contexts about issues in science education to both science educators in the geographical region and researchers in the extended international community. APSE is unique in that the journal focuses on the publication of scholarly articles examining issues related to science teaching and learning in Asia as well as articles that address the issues facing science teachers and science learners who are members of the Asian Diaspora. As a result, the scholarly works published in APSE encompass diverse topics of interest that are significant for a wide readership.
APSE’s scope is broad in both methodology and content. The journal accepts research conducted at all levels, including early childhood, primary, secondary, tertiary, workplace, and informal learning, as they relate to science education. The journal invites scholarly manuscripts employing various methodological approaches, including qualitative as well as quantitative research designs and mixed-methods studies. APSE publishes original articles examining on-going educational problems associated with science learning and teaching and publishes critical reviews of literature on emerging issues in the field of science education.
A central goal for APSE is to help support future generations of science education scholars in the Asia-Pacific region. In addition to supporting early career scholars, the journal also offers a home for established researchers who wish to continue building strong foundations for science education research by publishing articles appreciated by both regional and international audiences. APSE offers all generations of researchers a collective space for sharing work that contextualizes some of the unique issues faced by science educators, researchers, teachers, and students in the Asia-Pacific region. Specifically, APSE encourages authors to provide more detail about the context in which their studies were conducted, and it asks that authors discuss how their findings are salient in these local contexts, as well as in regional (Asia) and international contexts. It also wants to encourage researchers outside of Asia who are exploring issues faced by members of the Asian Diaspora to share their work in APSE. In doing so, APSE seeks to offer readers a more contextualized understanding of the ways in which Asian teachers, students, and families living in communities outside of the Asia-Pacific experience science teaching and learning.
In order to ensure the research integrity of our publications, and by doing so to ensure that we achieve our aim of providing scholars with superior service, Brill works closely with authors and editors to promote adherence to the core principles of publication ethics as articulated by the Committee on Publication Ethics (COPE). Please visit Brill's Publication Ethics & COPE Compliance page for more information.
Society affiliation
APSE is sponsored by The Korean Association for Science Education (KASE). KASE was founded in 1976 and currently has more than 3,500 members. KASE aims to contribute to the advancement of science education through research and development. To support these goals, KASE sponsors two science education conferences a year and two different journals to help disseminate research findings to researchers, teacher educators, and teachers – both domestically and internationally.
- External Indexers:
Editor-in-Chief:
Dr. Sonya N. Martin, Seoul National University, Seoul, Republic of Korea
Co-editors:
Dr. Hye-Eun Chu, Macquarie University, Sydney, Australia
Dr. Nam-Hwa Kang, Korea National University of Education, Chungju, Republic of Korea
Dr. Phil Seok Oh, Gyeongin National University of Education, Incheon, Republic of Korea
International Coordinator:
Dr. Young-Shin Park, Chosun University, Gwangju, Republic of Korea
Editorial Assistant:
Mr. YoungBum Kim, Seoul National University, Seoul, Republic of Korea
Associate Editors:
Dr. Hyunju Lee, Ewha Womans University, Seoul, Republic of Korea
Dr. Tang Wee Teo, National Institute of Education, Singapore
Dr. Jisun ParkEwha Womans University, Seoul, Republic of Korea
Dr. Seungho Maeng, Seoul National University of Education, Seoul, Republic of Korea
Editorial Board:
Dr. Hunkoog Jho, Dankook University, Yongin City, Republic of Korea
Dr. Hasok Chang, University of Cambridge, Cambridge, UK
Dr. Hai Leng Chin, University of Malaya, Kuala Lumpur, Malaysia
Dr. Lawrence B. Flick, Oregon State University, Corvallis, USA
Dr. Barry Fraser, Curtin University, Perth, Australia
Dr. Shinho Jang, Seoul National University of Education, Seoul, Republic of Korea
Dr. Chan-Jong Kim, Seoul National University, Seoul, Republic of Korea
Dr. Mijung Kim, University of Alberta, Edmonton, Canada
Dr. Yoshisuke Kumano, Shizuoka University, Shizuoka, Japan
Dr. Yongju Kwon, Korea National University of Education, Chungju, Republic of Korea
Dr. Sungtao Lee, National Taichung University of Education, Taichung, Taiwan
Dr. Ralph Levinson, Institute of Education, London, UK
Dr. Chiaju Liu, National Kaohsiung Normal University, Kaohsiung, Taiwan
Dr. Christina Siry, University of Luxembourg, Luxembourg
Dr. David Treagust, Curtin University, Perth, Australia
Dr. Bhaskar Upadhyay, University of Minnesota, Minneapolis, USA
Dr. Jian Wang, Beijing Normal University, Beijing, China
Dr. Benny H. W. Yung, University of Hong Kong, Hongkong
Biographical Note Editors
Sonya N. Martin, Ph.D. is an Associate Professor of Science Education at Seoul National University in Korea where she also leads the Sociocultural Approaches to Science Education Equity (SASEE) lab. Dr. Martin holds a doctoral degree in Science Education from Curtin University (2005) in Australia. Her research focuses on expanding learning opportunities and improving achievement for culturally and linguistically diverse students and for students with special education needs while also supporting the professionalization of science teachers so they can be positioned to effectively support all students to learn science. Dr. Martin has authored and co-authored research articles on equity issues in science education in journals such as Journal of Research in Science Teaching, Science Education, and Cultural Studies of Science Education, and has contributed chapters to several international books, including Critical Issues and Bold Visions for Science Education: The road ahead (Brill, 2018) and 13 Questions: Reframing Education's Conversation: Science (Peter Lang, 2018). She is a co-founder and co-editor of the journal Asia-Pacific Science Education (APSE) and serves on the editorial board of several journals including Cultural Studies of Science Education (CSSE) and Research in Science Education (RISE).
Hye-Eun Chu, EdD is a Senior Lecturer at Macquarie University (MQ) in Sydney, Australia, where she leads science education projects on Arts integrated STEM education and evaluates students’ conceptual development and classroom engagement in various science classroom contexts. She obtained her BSc, MSc and EdD (2002) from Dankook University in Korea. Dr. Chu conducted post-doctoral studies at Curtin University (2005-2008) and worked as Assistant Professor at Nanyang Technological University in Singapore until joining MQ in 2015. Her authored and co-authored papers have been published in leading science education journals: International Journal of Science Education, International Journal of Science and Mathematics Education, and Research in Science Education. She also contributed chapters to several international books: Asia-Pacific STEM teaching practices from theoretical frameworks to Practices (Springer, 2019), Studies in Science Education in Asia-Pacific Region (Springer, 2018), and Schooling for Sustainable Development across Pacific (Springer, 2014). Dr. Chu also serves as an editorial board member of International Journal of Science and Mathematics Education.
Nam-Hwa Kang, Ph.D. is Professor of Science Education at Korea National University of Education. She completed her doctoral degree at University of Georgia (2002) in the United States. Dr. Kang has authored and co-authored several research papers on science teacher education and professional development in journals such as Teaching and Teacher Education, Journal of Research in Science Teaching, Science Education, Journal of Science Teacher Education, and contributed chapters of several international books (International Handbook of Teacher Quality and Policy (Routledge, 2017), Designing and Teaching the Secondary Science Methods Course: An International Perspective (Sense, 2017), Teacher Quality in Upper Secondary Science Education: International Perspectives (Palgrave Macmillan, 2016) and Teacher Reforms around the World: Implementations and Outcomes (Emerald Group, 2014). Dr. Kang also serves as an editor-in-chief of a journal, Innovation and Education (BMC, Springer Nature).
Phil Seok Oh, Ph.D. is a Professor of Science Education at Gyeongin National University of Education, Korea. He completed his doctoral degree at the University of Iowa (2003) in the United States. His research focuses on the nature of earth science and its application in school science education. Dr. Oh has authored and co-authored several research articles in journals such as Science Education, Science & Education, International Journal of Science Education, Research in Science Education, and Journal of the Korean Association for Science Education. Dr. Oh is also an associate editor of Journal of Science Teacher Education and also serves on the editorial board of several journals including Journal of the Korean Earth Science Society.
Dr. Sonya N. Martin, Seoul National University, Seoul, Republic of Korea
Co-editors:
Dr. Hye-Eun Chu, Macquarie University, Sydney, Australia
Dr. Nam-Hwa Kang, Korea National University of Education, Chungju, Republic of Korea
Dr. Phil Seok Oh, Gyeongin National University of Education, Incheon, Republic of Korea
International Coordinator:
Dr. Young-Shin Park, Chosun University, Gwangju, Republic of Korea
Editorial Assistant:
Mr. YoungBum Kim, Seoul National University, Seoul, Republic of Korea
Associate Editors:
Dr. Hyunju Lee, Ewha Womans University, Seoul, Republic of Korea
Dr. Tang Wee Teo, National Institute of Education, Singapore
Dr. Jisun ParkEwha Womans University, Seoul, Republic of Korea
Dr. Seungho Maeng, Seoul National University of Education, Seoul, Republic of Korea
Editorial Board:
Dr. Hunkoog Jho, Dankook University, Yongin City, Republic of Korea
Dr. Hasok Chang, University of Cambridge, Cambridge, UK
Dr. Hai Leng Chin, University of Malaya, Kuala Lumpur, Malaysia
Dr. Lawrence B. Flick, Oregon State University, Corvallis, USA
Dr. Barry Fraser, Curtin University, Perth, Australia
Dr. Shinho Jang, Seoul National University of Education, Seoul, Republic of Korea
Dr. Chan-Jong Kim, Seoul National University, Seoul, Republic of Korea
Dr. Mijung Kim, University of Alberta, Edmonton, Canada
Dr. Yoshisuke Kumano, Shizuoka University, Shizuoka, Japan
Dr. Yongju Kwon, Korea National University of Education, Chungju, Republic of Korea
Dr. Sungtao Lee, National Taichung University of Education, Taichung, Taiwan
Dr. Ralph Levinson, Institute of Education, London, UK
Dr. Chiaju Liu, National Kaohsiung Normal University, Kaohsiung, Taiwan
Dr. Christina Siry, University of Luxembourg, Luxembourg
Dr. David Treagust, Curtin University, Perth, Australia
Dr. Bhaskar Upadhyay, University of Minnesota, Minneapolis, USA
Dr. Jian Wang, Beijing Normal University, Beijing, China
Dr. Benny H. W. Yung, University of Hong Kong, Hongkong
Biographical Note Editors
Sonya N. Martin, Ph.D. is an Associate Professor of Science Education at Seoul National University in Korea where she also leads the Sociocultural Approaches to Science Education Equity (SASEE) lab. Dr. Martin holds a doctoral degree in Science Education from Curtin University (2005) in Australia. Her research focuses on expanding learning opportunities and improving achievement for culturally and linguistically diverse students and for students with special education needs while also supporting the professionalization of science teachers so they can be positioned to effectively support all students to learn science. Dr. Martin has authored and co-authored research articles on equity issues in science education in journals such as Journal of Research in Science Teaching, Science Education, and Cultural Studies of Science Education, and has contributed chapters to several international books, including Critical Issues and Bold Visions for Science Education: The road ahead (Brill, 2018) and 13 Questions: Reframing Education's Conversation: Science (Peter Lang, 2018). She is a co-founder and co-editor of the journal Asia-Pacific Science Education (APSE) and serves on the editorial board of several journals including Cultural Studies of Science Education (CSSE) and Research in Science Education (RISE).
Hye-Eun Chu, EdD is a Senior Lecturer at Macquarie University (MQ) in Sydney, Australia, where she leads science education projects on Arts integrated STEM education and evaluates students’ conceptual development and classroom engagement in various science classroom contexts. She obtained her BSc, MSc and EdD (2002) from Dankook University in Korea. Dr. Chu conducted post-doctoral studies at Curtin University (2005-2008) and worked as Assistant Professor at Nanyang Technological University in Singapore until joining MQ in 2015. Her authored and co-authored papers have been published in leading science education journals: International Journal of Science Education, International Journal of Science and Mathematics Education, and Research in Science Education. She also contributed chapters to several international books: Asia-Pacific STEM teaching practices from theoretical frameworks to Practices (Springer, 2019), Studies in Science Education in Asia-Pacific Region (Springer, 2018), and Schooling for Sustainable Development across Pacific (Springer, 2014). Dr. Chu also serves as an editorial board member of International Journal of Science and Mathematics Education.
Nam-Hwa Kang, Ph.D. is Professor of Science Education at Korea National University of Education. She completed her doctoral degree at University of Georgia (2002) in the United States. Dr. Kang has authored and co-authored several research papers on science teacher education and professional development in journals such as Teaching and Teacher Education, Journal of Research in Science Teaching, Science Education, Journal of Science Teacher Education, and contributed chapters of several international books (International Handbook of Teacher Quality and Policy (Routledge, 2017), Designing and Teaching the Secondary Science Methods Course: An International Perspective (Sense, 2017), Teacher Quality in Upper Secondary Science Education: International Perspectives (Palgrave Macmillan, 2016) and Teacher Reforms around the World: Implementations and Outcomes (Emerald Group, 2014). Dr. Kang also serves as an editor-in-chief of a journal, Innovation and Education (BMC, Springer Nature).
Phil Seok Oh, Ph.D. is a Professor of Science Education at Gyeongin National University of Education, Korea. He completed his doctoral degree at the University of Iowa (2003) in the United States. His research focuses on the nature of earth science and its application in school science education. Dr. Oh has authored and co-authored several research articles in journals such as Science Education, Science & Education, International Journal of Science Education, Research in Science Education, and Journal of the Korean Association for Science Education. Dr. Oh is also an associate editor of Journal of Science Teacher Education and also serves on the editorial board of several journals including Journal of the Korean Earth Science Society.
All articles published in Asia-Pacific Science Education are included in:
Google Scholar
CNKI
DOAJ
EBSCO Applied Science & Technology Source
EBSCO Discovery Service
EBSCO STM Source
EBSCO TOC Premier
Emerging Sources Citation Index (Web of Science)
ERIC System Database
ERIH PLUS
OCLC
Scopus
Summon by ProQuest
Google Scholar
CNKI
DOAJ
EBSCO Applied Science & Technology Source
EBSCO Discovery Service
EBSCO STM Source
EBSCO TOC Premier
Emerging Sources Citation Index (Web of Science)
ERIC System Database
ERIH PLUS
OCLC
Scopus
Summon by ProQuest
Online submission: Articles for publication in Asia-Pacific Science Education can be submitted online through Editorial Manager. To submit an article, CLICK HERE.
For more details on online submission, please visit our EM Support page.
Download Author Instructions (PDF).
If you have any questions or you are interested in submitting a manuscript, please email the Editor-in-Chief (Dr. Sonya Martin).
APSE is published in two issues per year (June 30 / December 31).
Why publish your article in Asia-Pacific Science Education?
• High visibility: Asia-Pacific Science Education's open access policy allows maximum visibility of articles published in the journal as they are available to a wide, global audience.
• Speed of publication: Asia-Pacific Science Education offers a fast publication schedule whilst maintaining rigorous peer review; all articles must be submitted online, and peer review is managed fully electronically (articles are distributed in PDF form, which is automatically generated from the submitted files). Articles will be published with their final citation after acceptance, in both fully browsable web form, and as a formatted PDF; the article will then be available through brill.com/apse.
• Flexibility: Online publication in Asia-Pacific Science Education gives you the opportunity to publish large datasets, large numbers of color illustrations and moving pictures on our partner platform Figshare.
• Promotion and press coverage: Articles published in Asia-Pacific Science Education are included in article alerts and regular email updates. In addition, articles published in Asia-Pacific Science Education may be promoted by press releases to the general or scientific press. These activities increase the exposure and number of accesses for articles published in Asia-Pacific Science Education.
• Copyright: Authors of articles published in Asia-Pacific Science Education retain the copyright of their articles and are free to reproduce and disseminate their work (for further details, see the copyright and license agreement).
Open Access
All articles published in Asia-Pacific Science Education are made freely and permanently accessible online immediately upon publication, without subscription charges or registration barriers. For more information about Brill's Open Access policies, see brill.com.
Article-processing charges
Open Access publishing is not without costs. Asia-Pacific Science Education therefore levies an article-processing charge of €1350.00 for each article accepted for publication, plus VAT or local taxes where applicable. Discounts for KASE members apply; please email the Editor-in-Chief (Dr. Sonya Martin) for more information.
For more details on online submission, please visit our EM Support page.
Download Author Instructions (PDF).
If you have any questions or you are interested in submitting a manuscript, please email the Editor-in-Chief (Dr. Sonya Martin).
APSE is published in two issues per year (June 30 / December 31).
Why publish your article in Asia-Pacific Science Education?
• High visibility: Asia-Pacific Science Education's open access policy allows maximum visibility of articles published in the journal as they are available to a wide, global audience.
• Speed of publication: Asia-Pacific Science Education offers a fast publication schedule whilst maintaining rigorous peer review; all articles must be submitted online, and peer review is managed fully electronically (articles are distributed in PDF form, which is automatically generated from the submitted files). Articles will be published with their final citation after acceptance, in both fully browsable web form, and as a formatted PDF; the article will then be available through brill.com/apse.
• Flexibility: Online publication in Asia-Pacific Science Education gives you the opportunity to publish large datasets, large numbers of color illustrations and moving pictures on our partner platform Figshare.
• Promotion and press coverage: Articles published in Asia-Pacific Science Education are included in article alerts and regular email updates. In addition, articles published in Asia-Pacific Science Education may be promoted by press releases to the general or scientific press. These activities increase the exposure and number of accesses for articles published in Asia-Pacific Science Education.
• Copyright: Authors of articles published in Asia-Pacific Science Education retain the copyright of their articles and are free to reproduce and disseminate their work (for further details, see the copyright and license agreement).
Open Access
All articles published in Asia-Pacific Science Education are made freely and permanently accessible online immediately upon publication, without subscription charges or registration barriers. For more information about Brill's Open Access policies, see brill.com.
Article-processing charges
Open Access publishing is not without costs. Asia-Pacific Science Education therefore levies an article-processing charge of €1350.00 for each article accepted for publication, plus VAT or local taxes where applicable. Discounts for KASE members apply; please email the Editor-in-Chief (Dr. Sonya Martin) for more information.
Asia-Pacific Science Education
2023 Impact Factor: 0,9
APSE publishes papers examining on-going educational issues associated with science learning and teaching in the Asia-Pacific region as well as research involving Asian students and teacher populations in other areas of the world. APSE seeks to provide researchers in the Asia-Pacific region with a central channel for disseminating research in local contexts about issues in science education to both science educators in the geographical region and researchers in the extended international community. APSE is unique in that the journal focuses on the publication of scholarly articles examining issues related to science teaching and learning in Asia as well as articles that address the issues facing science teachers and science learners who are members of the Asian Diaspora. As a result, the scholarly works published in APSE encompass diverse topics of interest that are significant for a wide readership.
APSE’s scope is broad in both methodology and content. The journal accepts research conducted at all levels, including early childhood, primary, secondary, tertiary, workplace, and informal learning, as they relate to science education. The journal invites scholarly manuscripts employing various methodological approaches, including qualitative as well as quantitative research designs and mixed-methods studies. APSE publishes original articles examining on-going educational problems associated with science learning and teaching and publishes critical reviews of literature on emerging issues in the field of science education.
A central goal for APSE is to help support future generations of science education scholars in the Asia-Pacific region. In addition to supporting early career scholars, the journal also offers a home for established researchers who wish to continue building strong foundations for science education research by publishing articles appreciated by both regional and international audiences. APSE offers all generations of researchers a collective space for sharing work that contextualizes some of the unique issues faced by science educators, researchers, teachers, and students in the Asia-Pacific region. Specifically, APSE encourages authors to provide more detail about the context in which their studies were conducted, and it asks that authors discuss how their findings are salient in these local contexts, as well as in regional (Asia) and international contexts. It also wants to encourage researchers outside of Asia who are exploring issues faced by members of the Asian Diaspora to share their work in APSE. In doing so, APSE seeks to offer readers a more contextualized understanding of the ways in which Asian teachers, students, and families living in communities outside of the Asia-Pacific experience science teaching and learning.
In order to ensure the research integrity of our publications, and by doing so to ensure that we achieve our aim of providing scholars with superior service, Brill works closely with authors and editors to promote adherence to the core principles of publication ethics as articulated by the Committee on Publication Ethics (COPE). Please visit Brill's Publication Ethics & COPE Compliance page for more information.
Society affiliation
APSE is sponsored by The Korean Association for Science Education (KASE). KASE was founded in 1976 and currently has more than 3,500 members. KASE aims to contribute to the advancement of science education through research and development. To support these goals, KASE sponsors two science education conferences a year and two different journals to help disseminate research findings to researchers, teacher educators, and teachers – both domestically and internationally.
APSE publishes papers examining on-going educational issues associated with science learning and teaching in the Asia-Pacific region as well as research involving Asian students and teacher populations in other areas of the world. APSE seeks to provide researchers in the Asia-Pacific region with a central channel for disseminating research in local contexts about issues in science education to both science educators in the geographical region and researchers in the extended international community. APSE is unique in that the journal focuses on the publication of scholarly articles examining issues related to science teaching and learning in Asia as well as articles that address the issues facing science teachers and science learners who are members of the Asian Diaspora. As a result, the scholarly works published in APSE encompass diverse topics of interest that are significant for a wide readership.
APSE’s scope is broad in both methodology and content. The journal accepts research conducted at all levels, including early childhood, primary, secondary, tertiary, workplace, and informal learning, as they relate to science education. The journal invites scholarly manuscripts employing various methodological approaches, including qualitative as well as quantitative research designs and mixed-methods studies. APSE publishes original articles examining on-going educational problems associated with science learning and teaching and publishes critical reviews of literature on emerging issues in the field of science education.
A central goal for APSE is to help support future generations of science education scholars in the Asia-Pacific region. In addition to supporting early career scholars, the journal also offers a home for established researchers who wish to continue building strong foundations for science education research by publishing articles appreciated by both regional and international audiences. APSE offers all generations of researchers a collective space for sharing work that contextualizes some of the unique issues faced by science educators, researchers, teachers, and students in the Asia-Pacific region. Specifically, APSE encourages authors to provide more detail about the context in which their studies were conducted, and it asks that authors discuss how their findings are salient in these local contexts, as well as in regional (Asia) and international contexts. It also wants to encourage researchers outside of Asia who are exploring issues faced by members of the Asian Diaspora to share their work in APSE. In doing so, APSE seeks to offer readers a more contextualized understanding of the ways in which Asian teachers, students, and families living in communities outside of the Asia-Pacific experience science teaching and learning.
In order to ensure the research integrity of our publications, and by doing so to ensure that we achieve our aim of providing scholars with superior service, Brill works closely with authors and editors to promote adherence to the core principles of publication ethics as articulated by the Committee on Publication Ethics (COPE). Please visit Brill's Publication Ethics & COPE Compliance page for more information.
Society affiliation
APSE is sponsored by The Korean Association for Science Education (KASE). KASE was founded in 1976 and currently has more than 3,500 members. KASE aims to contribute to the advancement of science education through research and development. To support these goals, KASE sponsors two science education conferences a year and two different journals to help disseminate research findings to researchers, teacher educators, and teachers – both domestically and internationally.
- External Indexers: