Editorial: Growing Our Science Education Community

Abstract

As we begin our tenure as editors of Science Education, we are both humbled and excited by the opportunity to help guide the future of a journal that has long been a central part of our academic lives. For each of us—David Stroupe, Scott McDonald, and Ron Gray—this journal has been our academic “home.” The scholarship published here has shaped how we think about science education and, more importantly, how we contribute to the ongoing discourse that moves the field forward. We echo Alicia Garza (2020), who posed this question: “How do we make new mistakes and learn new lessons, rather than continue to repeat the same mistakes and be disillusioned to learn that they merely produce the same results?” (p. xiv). Our response to Garza's question is to elevate Science Education's embrace of epistemological diversity to meet these global challenges.

Our vision for Science Education is anchored in the journal's history of publishing rigorous and innovative research that challenges and expands the boundaries of science education. We envision the journal as a hub for meaningful conversations that span the diverse subfields of science education. We encourage authors to clearly articulate the scholarly conversations they are engaging with, fostering dialogues that advance the field.

As co-editors, we offer opportunities to build on the journal's established strengths and evolve alongside an ever-changing educational landscape. Today, science education faces complex challenges—addressing inequities, integrating emerging technologies, and responding to global issues such as climate change. These challenges call for scholarship that is not only well-founded in research but also ambitious in its vision for shaping the future.

To reflect this evolving landscape, we have revised and extended the section structure of the journal. These new sections aim to broaden the scope of Science Education and provide more spaces for diverse voices, innovative approaches, and interdisciplinary insights.

Each section is guided by a team of international scholars who bring significant expertise in their respective areas. Their collective leadership will shape the direction and impact of each section. In the coming months, section editors will provide editorials to provide insights, commentary, and requests for research and submissions.

These revised sections reflect our commitment to expanding the reach and relevance of Science Education, making it a vibrant hub for innovative and impactful scholarship.

We also welcome scholarship focused on science education policy, as well as contributions in the form of comments and criticisms. The Comments and Criticism section offers a platform for expressing differing viewpoints and correcting misunderstandings about topics covered in published papers. Additionally, we will publish book reviews contributed by invited authors.

As we embark on this journey, we remain committed to upholding the journal's high standards for academic rigor and excellence. We also want to create an inclusive and supportive environment for all scholars, whether they are well-established or just beginning their careers. We invite submissions that push boundaries, challenge existing paradigms, and offer fresh perspectives on science education.

In closing, we thank our predecessors, Sherry Southerland and John Settlage, for their dedication and leadership, and we look forward to working with our editorial team, reviewers, and contributors to continue making Science Education a vibrant platform where critical conversations about science teaching and learning take place across the many subfields of our discipline. Together, we can shape a future where science education is accessible, relevant, and impactful for all.

David Stroupe, Scott McDonald, and Ron Gray

Co-Editors, Science Education