This journal publishes original articles on the latest issues and trends occurring nationally or internationally in physics or science education (science curriculum (physics, chemistry, biology, and natural science), instruction, learning, policy, and preparation of science teachers (physics, chemistry, biology, and natural science teacher) with the aim to advance our knowledge of science education theory and practice)) and science (theory and application on physics, chemistry, and biology). Moreover, this journal also covers the issues concerned with environmental education & environmental science. In addition to original articles on education, the journal features the following special sections:

• Learning: consisting of theoretical and empirical research studies on learning of science (physics, chemistry, biology, and natural science). We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. 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.
• 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 science (physics, chemistry, biology, and natural science). This special section particularly seeks to promote informed dialogues about current issues in science education (physics, chemistry, biology, and natural 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.
• Science Learning in Everyday Life: consisting of analytical, interpretative, or philosophical papers regarding learning science (physics, chemistry, biology, and natural science education) 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 (physics, chemistry, biology, and natural science) are especially encouraged.
• 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 ones teaching career, from pre-service, through induction, into advanced professional stages of teaching.
• 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 science teaching and learning (physics, chemistry, biology, and natural science). Additionally, research on science education policy relates to a critical examination of how theory, research, and practice of science education are influenced by policy decisions.
• Science Studies and Science Education: provides a forum for interdisciplinary investigations into science (physics, chemistry, and biology) and science education (physics, chemistry, biology, and natural 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 the theory, methodology, policy, and practice of science education (physics, chemistry, biology, and natural science).
• Comments and Criticism: provides a forum for the expression of differing viewpoints and the correction of misunderstanding regarding topics in published papers. Readers of the journal are earnestly invited to contribute their ideas to this forum. Contributions for the Comments and Criticism section should be relatively brief, normally two to four manuscript pages, and will be published as rapidly as possible.
• Books: covering reviews of recently published books in the field.

In the field of science, the focus and scope of this journal are:

• Physics: Instrumentation Physics and Measurement (Sensor Systems, Control Systems, Biomedical Engineering, Nuclear Instrumentation), Materials Science (Synthesis and Characteristic Technique, Advanced Materials, Low Temperature Physics, Exotic Materials), Theoretical and Computational Physics (High Energy Physics, Gravitation and Cosmology, Astrophysics, Nuclear and Particle Phenomenology, Computational and Non-Linear Physics), Earth Sciences (Geophysics, Astronomy), and others related fields.
• Chemistry: organic chemistry, inorganic chemistry, analytical chemistry, physical chemistry, biochemistry, environmental chemistry, Material chemistry, Ethnochemistry, natural product chemistry, computational chemistry and others related fields.
• Biology: botany, zoology, ecology, microbiology, physiology, nano biology, coastal biology, hydrobiology, neurobiology, genetics, biology developmental, biochemistry and molecular biology, biophysics and life science, biotechnology, environmental, ethnobotany, ecotourism, pest, vaccine, disease , bacterium, bird, insect, and others related fields.
• And Other Application Science in Technology.

In addition, the journal regularly carries a Comments and Criticism section which provides a forum for the expression of differing view points and commentary and clarification of topics in published papers.

The Journal Editorial Board invites any manuscript addressing a relevant science education topic (physics, chemistry, biology, and natural science education) and science topic (physics, chemistry, and biology) that employs an established and recognized scholarly approach and also impacts or is generalizable to national and international populations. Quantitative research reports that employ sophisticated research designs (e.g. MANOVAs linear modeling) and qualitative research reports that rigorously follow naturalistic research methods are preferred. One or two variable tests employing simple inferential statistics (e.g. ANOVA or ANCOVA) and poorly described and argued qualitative research are discouraged. All manuscripts must provide a thorough review of the literature that establishes the research problem or the issue at hand as well as a thorough conclusion that addresses the implications and limitations of the research or argument.