Editorial Policies

Focus and Scope

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

  • Learning: consisting of theoretical and empirical research studies on learning of physics. 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 physics 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 physics. This special section particularly seeks to promote informed dialogues about current issues in physics 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.
  • Physics Learning in Everyday Life: consisting of analytical, interpretative, or philosophical papers regarding learning physics 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 physics interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in physics learning are especially encouraged..
  • Physics 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.
  • Physics 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 physics teaching and learning. Additionally, research on physics education policy relates to a critical examination of how theory, research, and practice of physics education are influenced by policy decisions.
  • Physics Studies and Physics Education: provides a forum for interdisciplinary investigations into physics and physics education. It informs and derives perspectives from history, philosophy, anthropology, and sociology of physics as well as cognitive psychology and artificial intelligence to contribute to the theory, methodology, policy, and practice of physics education.

    
The Journal Editorial Board invites any manuscript addressing a relevant physics education topic 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.

 

Section Policies

Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed
 

Peer Review Process

All manuscripts submitted to Schrodinger Jurnal Ilmiah Mahasiswa Pendidikan Fisika will be reviewed blindly (double blind peer review) by (minimum) 2 Peer Reviewers who are expert in their field. The Editor may assign the Reviewer(s) from the Schrodinger Jurnal Ilmiah Mahasiswa Pendidikan Fisika Peer Reviewers. The acceptance of a manuscript by Editor depends on the novelty of research, significance of the article, truth of the content, the degree of originality, the clarity of description, and the conformity with the objective of the journal.

Manuscripts may be accepted without revision, minor revisions, major revision, or rejected. The results of reviewed manuscripts by reviewers will be notified to the author via email. The author is given an opportunity to revise his manuscript based on the reviewers' suggestion (and editor) no later than 3 months after the email notification.

Authors will be charged an Article Publication Fees to maintain the journal management process. For more  information about this fees, please see the Author Fees section. All articles published on Navigation Physics : Journal of Physics are open access by following the Creative Commons: Attribution-NonCommercial 4.0 International license. Full license can be found here.

 

 

Publication Frequency

Schrodinger: Jurnal Ilmiah Mahasiswa Pendidikan Fisika publishing in Two Times for a year. The schedules for publishing are

1. Issue Number 1 in May in each volume. Submission deadline April, 15th.

2. Issue Number 2 in November in each volume. Submission deadline October, 15th.

The author which will submit the manuscript after the deadline for submission will be processed for the next issue.

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.