ESERA Science Education Research Series

The Science Education Research Series is the international, multidisciplinary book series of the European Science Education Research Association (ESERA).  The series will be published under the imprint of an established publishing house (Springer) but will also carry the ESERA logo.

The aim of the series is to enhance the quality and impact of research in science education in Europe.  To achieve this, it will present and discuss, for the benefit of the scholarly community and other users of research, the findings of high-quality research in the domain of science education and in-depth explorations of specific methodological strands in science education research.  The series aims to publish books that are innovative in the issues they explore, or the methods they use, or the ways in which emergent knowledge in the field is represented.  It will include edited collections of chapters on a specific theme, monographs and handbooks.

The ESERA book series will focus primarily on research carried out in Europe.  However, contributions from researchers affiliated with non-European institutions and non-members of the European Science Education Research Association are also welcomed.

ESERA is currently organized into 19 strands and the intention is to offer a publication forum that will appeal to all these research domains. (The current list of Strands is attached as an appendix at the end of this document.)

The procedure for proposing a book for the ESERA series, and for supporting the development of accepted proposals, follows that which is used by Springer for general book proposals. The advantage to authors of seeking to publish in the ESERA series is that their book will be available to ESERA members at a greatly reduced price and will be actively marketed at ESERA and other conferences – both leading to many more people reading it.


Special discount for ESERA members

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 editor(s)/author(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 Baard 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.

The detailed procedure is set out below.

For an authored book (a monograph):

  • The author(s), in consultation with the Editorial Board, will appoint two reviewers for the whole book. 
  • These reviewers will evaluate the manuscript and send reports to the author(s) of the book with a recommendation: accept without change/accept with minor revision/accept with major revision/reject.  The author(s) will send copies of the two reviewers’ reports to the Editorial Board. 
  • If minor revision is recommended, the author(s) will amend the manuscript at their own discretion. 
  • If major revision is recommended, the author(s) will send to the Editorial Board 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 two reviewers (ideally those who reviewed the original manuscript), who will send reports to the author(s) of the book with a recommendation: accept without change/accept with minor revision/reject.  The author(s) will again send copies of the two reviewers’ reports to the Editorial Board. 
  • If further minor revision is recommended, this is at the discretion of the author(s). 
  • Any documentation on the review process that has not already been sent to the Editorial Board will be sent along with the book manuscript.

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 Editorial Board along with the book manuscript. 

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.). 

A style guide is available for download below. 

A Word template (the use of which is optional) is available for downloading here.

Instructions for the use of author template are also available for downloading here.  

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

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 editor(s)/author(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/editor 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). 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, six ESERA Past Presidents and two active members who are established researchers in science education:

  • Robin Millar, Emeritus Professor, University of York, UK, Editor in Chief (2013 - )
  • Costas Constantinou, Professor, University of Cyprus (2013 - )
  • Justin Dillon, Professor, King’s College, London, UK (2013 - )
  • Doris Jorde, Professor, University of Oslo, Norway (2013 - )
  • Dimitris Psillos, Professor, Aristotle University of Thessaloniki, Greece (2013 - )
  • Andrée Tiberghien, Professor, University of Lyon II, France (2013 - )
  • Manuela Welzel-Breuer, Professor, University of Education Heidelberg, Germany (2015 -) 
  • Iva Stuchlikova, Professor, University of South Bohemia, Czech Republic (2017 -)
  • Albert Zeyer, Professor, Bern University of Applied Sciences, 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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