Guidelines for submitting book proposals

Prospective authors of monographs or editors of thematic collections of chapters should submit proposals to the Editor-in-Chief for consideration by the Editorial Board (see below).
The author(s)/editor(s) will submit a proposal by downloading and completing a Book proposal Form.

We envisage a manuscript length of between 200 and 250 pages (c. 100,000 and c. 140,000 words), but proposals for books outside this range will also be considered.

The proposal will be reviewed by at least three members of the Editorial Board. Each will send a report and recommendation to the Editor-in-Chief who will make the final decision on the proposal:
• accept without change
• accept with minor revision
• accept subject to major revision
• reject

The decision will be communicated to the author(s)/editor(s) of the proposed book by the Editor-in-Chief, with a decision letter explaining the rationale for the decision of the Editorial Board. If major revisions are requested, the proposal will be reviewed by the Editorial Board afresh; where possible, the same members of the Editorial Board will review the re-submission.

Procedure for preparing and submitting a book manuscript (after a proposal has been accepted)

Once a book proposal has been accepted by the Editorial Board, all subsequent correspondence with the Editorial Board should be sent to the Editor-in-Chief of the ESERA Book Series. From this point onwards, the main function of the Editorial Board is to support the author(s)/editors(s) in producing a final manuscript of high quality.

For all manuscripts:

The format of the book manuscript should be consistent with the guidelines set by the publisher (writing style, bibliography style, spacing, etc.).

Springer’s manuscript preparation instructions and template can be found on this dedicated web page: https://www.springer.com/gp/authors-editors/book-authors-editors/manuscript-preparation/5636

You can also download an Author word template, as well as the instructions on its use. (use of this template is optional):
• Download Author word template
• Download Author word template instructions

Book author(s)/editor(s) should submit the final book manuscript in electronic form to the Editor-in-Chief.

The detailed procedure for the review of the book manuscript is set out below.

For an authored book (a monograph):

1. The author(s) will propose to the Editorial Board two reviewers for the whole book. The Editorial Board will also draw up a list of suitable reviewers. In consultation with Springer, the Editor-in-Chief will agree on reviewers (usually three) who will be approached by Springer and asked to undertake this task.
2. These reviewers will evaluate the manuscript and send reports to Springer who will share them with the Editor-in-Chief. Each review will include a recommendation: accept without change/accept with minor revision/accept with major revision/reject. Springer will send anonymised copies of these reports to the author(s).
3. If minor revision is recommended, the author(s) will amend the manuscript at their own discretion.
4. If major revision is recommended, the author(s) will send to the Editor-in-Chief a report outlining the steps they propose to take to amend the manuscript. These should be agreed by the Editorial Board before proceeding.
The revised manuscript will be sent to reviewers (ideally those who reviewed the original manuscript), who will send reports to Springer (and hence to the Editor-in-Chief) with a recommendation: accept without change/accept with minor revision/reject. These will again be sent (anonymised) to the author(s).
If further minor revision is recommended, this is at the discretion of the author(s).

For an edited book:
• The editor(s) of the book will propose two reviewers for each chapter. The Editorial Board will review these proposals and reach agreement with the book editors on chapter reviewers.
• Reviewers will evaluate the chapter assigned to them and send a report to the editor(s) of the book with a recommendation: accept without change/accept with minor revision/accept with major revision/reject.
• The editor(s) note the recommendations of chapter reviewers, communicate reviewers’ comments to chapter authors, and advise authors on the actions required.
• If a chapter requires minor revisions, acceptance of the revised chapter is at the discretion of the editor(s) of the book.
• If a chapter requires major revisions, the revised chapter should be sent to the same chapter reviewers for comment and recommendation: accept without change/accept with minor revision/reject.
• Final decisions on chapters are taken by the book editor(s). All documentation generated during this review process should be retained and sent to the Editor-in-Chief along with the book manuscript.

Manuela Welzel-Breuer, Series Editor: This email address is being protected from spambots. You need JavaScript enabled to view it.

Evaluation of submitted book manuscripts

We anticipate that, if the procedures above have been followed, the evaluation by the Editorial Board of a submitted manuscript will be carried out quickly. The procedure for reaching a decision about a submitted book manuscript is as follows:

• The Editor-in-Chief checks that the review procedure was followed and therefore the high quality of the manuscript can be documented. If there are any concerns about this documentation, the Editor-in-Chief will seek the advice of members of the Editorial Board.
• The Editor-in-Chief reports on this evaluation process to the Editorial Board and makes a recommendation on publication.
• When a decision has been reached by the Editorial Board, this will be conveyed to the author(s)/editor(s) by the Editor-in-Chief.
• If the decision is positive, the Editor-in-Chief will contact the publishers, who will be in touch with the book author(s)/editor(s) about publication procedures.

Marketing and distribution

Each author of an authored book, and each editor of an edited book, will receive three paper copies of the book.

Each chapter author of an edited book will receive one paper copy of the book.

ESERA members will be able to order paper copies of all books in the Series for a discounted ESERA member price of EUR 19,95 (excl. VAT and shipping) and download the eBook for EUR 7,50 (excl. VAT). An order can be placed via the Springer website by using the discount code ESERA for print and ESERAe for eBook.

ESERA members are also able to have a 20% discount code for other science education books by Springer.

Editorial Board 

The Editorial Board consists of an Editor-in-Chief and six to seven Editorial Board Members.  The Board is appointed by the ESERA Executive Board once every four years.  To ensure continuity, the next Editor-in-Chief will always be selected from the existing Editorial Board Members.  To ensure renewal, (a) at least three of the members of the Editorial Board will be replaced every four years, and (b) the Editor-in-Chief will change every four years.  No member of the Editorial Board can serve for more than three terms, including any time as Editor-in-Chief.

The work on all book proposals and books submitted to an Editorial Board will be completed by that same Board.

The current Editorial Board is made up of the ESERA President, five ESERA Past Presidents and four active members who are established researchers in science education:

• Manuela Welzel-Breuer, University of Education Heidelberg, Germany (2021-)
• Costas Constantinou, Professor, University of Cyprus, Cyprus (2013 - )
• Niklas Gericke, Karlstad University, Sweden (2021-)
• Olivia Levrini, University of Bologna, Italy (2021-)
• Isabel Martins, Federal University of Rio de Janeiro, Brazil  (2021-)
• Sonya Martin, Seoul National University, South Korea
• Robin Millar, University of York, UK
• Iva Stuchlikova, University of South Bohemia, Czech Republic (2017-)
• Veli-Matti Vesterinen, University of Turku, Finland (2018-)
• Albert Zeyer, University of Teacher Education Lucerne, Switzerland (2017-)

1. Learning science: conceptual understanding

Theories, models, and empirical results on conceptual understanding, conceptual change and development of competences; methodology for investigating students’ processes of concept formation and concept use; strategies to promote conceptual development.

2. Learning science: cognitive, affective, and social aspects

Cognitive, affective, and social dimensions in learning science. Design of in-school and extra-school learning environments and study of teaching/learning processes. Representational languages and knowledge organization. Collaborative construction of knowledge.

3. Science Teaching Processes

Relations between teaching practices and student cognitive and affective development, design of teaching interventions. Research based intervention and its role for curriculum planning, instructional paths and learning outcomes. Laboratory-based practice. Video studies in science education.

4. Digital resources for science teaching and learning

Design, evaluation and characterization of resources and environments for teaching/learning science: ICT and TEL in science education. Online learning environments, simulation and modelling tools, virtual laboratories. Self-regulation, reflection and collaboration in digital learning environments.

5. Teaching-Learning Sequences as innovations for science teaching and learning

Design of teaching and learning materials. Classroom implementation, refinement and evaluation of teaching sequences. Exchange and adaptation of teaching-learning sequences. Adoption and transformation of teaching materials. Factors that influence teacher ownership.

6. Nature of science: History, Philosophy and Sociology of Science

The implications of nature of science, its history, philosophy, sociology and epistemology, for science education. The significance of models and modelling for science education as reflected in the particular importance attached to the use of metaphors, analogy, visualization, simulations and animations in science.

7. Discourse and argumentation in science education

Understanding, supporting and promoting use of evidence and argumentation discourse in science education. Scientific practices related to knowledge evaluation and communication. Supporting the development of critical thinking. Discourse analysis. Talking and writing science in the classroom. Meaning making in science classrooms. 

8. Scientific literacy and socio scientific issues

Teaching about scientific literacy, science and citizenship education, science and media education, information literacy, informal reasoning and critical thinking, decision making, debates on socio-scientific issues (SSI), discourse communities, social dimension of science and techno-scientific practices, public engagement in science, schools', students' and teachers' engagement in socio-scientific issues.

9. Environmental, health and outdoor science education

Ecological and Environmental Education, Education for Sustainable Development, environmental health, health education and health promotion. Lifestyles and attitudes towards health and the environment. Developing and evaluating the impact of programmes and experiences outside classrooms, including those organized by institutions other than schools.

10. Science curriculum and educational policy

Curriculum development. Reform implementation, dissemination and evaluation. International comparison studies such as TIMSS and PISA. Evaluation of schools and institutions. Policy and Practice issues: local, regional, national, or international issues of policy related to science education.

11. Evaluation and assessment of student learning and development

Development, validation and use of standardized tests, achievement tests, high stakes tests, and instruments for measuring attitudes, interests, beliefs, self-efficacy, science process skills, conceptual understandings, etc.; authentic assessment, formative assessment, summative assessment; approaches to assessment. Monitoring student learning and implications for teaching.

12. Cultural, Social and Gender Issues in science and technology education

Equity and diversity issues: Sociocultural, multicultural, bilingual, racial/ethnic, gender equity studies and science education for the special needs.

13. Pre-service science teacher education

Professional knowledge of teachers, pre-service teacher preparation, instructional methods in pre-service teacher education, programs and policy, field experience, relation of theory with practice, and issues related to pre-service teacher education reform.

14. In-service science teacher education, continued professional development

In-service science teacher education, teachers as lifelong learners; methods, innovation and reform in professional development; evaluation of professional development practices, reflective practice, teachers as researchers, and action research.

15. Early years science education

Emergent science, science pedagogy and learning in the early years, cognitive resources for science learning, early years science and technology curriculum, innovative teaching practices in the early years, children’s learning, preschool science, early years teacher education in science.

16. Science in the primary school 

Procedural skills in science, science investigations, science teaching and learning sequences in primary school.

17. Science in the secondary school

Procedural skills in science, science investigations, science teaching and learning sequences in secondary school.

18. Science teaching at the university level

University pedagogy. Teaching at the university level.

19. Methodological issues in science education research

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