Progress in Science Education (PriSE)

Science education is a highly dynamic field of applied and basic research and of research-based development. Its ideas and problems arise at the intersection of theoretical and empirical research and of educational practice in science classrooms, informal learning and teacher education, of the important and manifold relations of modern societies with science and education, and of a scientific, evidence-based approach to science teaching and learning and science literacy.

In this framework, Progress in Science Education (PriSE) aims at fostering a stimulating exchange between researchers, teachers, and other stakeholders in the field, trying to investigate their ideas and visions, and to suggest approaches for an effective and sustainable development of science education in and out of school.

More information about this journal can be found here.

Articles in press

Articles in press are peer reviewed, accepted articles to be published in this publication. When the final article is assigned to volumes/issues of the publication, the Article in press version will be removed and the final version will appear in the associated published issue of the publication. Articles in press do not have the full bibliographic details available yet, but they can be cited using the year of online publication and the DOI.
The different types of Articles in Press are:
  • Accepted manuscripts: these articles have been peer reviewed and accepted for publication by the Editorial Board but they have not been copy-edited nor formatted yet.

Table of Contents


Rebecca Cors, Nicolas Robin, Andreas Mueller, Patrick Kunz
Cedric Loretan, Andreas Müller, Laura Weiss
Sandro Gössi, Dorothee Brovelli, Katrin Bölsterli Bardy
Benjamin Johannes Tempel, Christoph Randler, Markus Rehm, Markus Wilhelm

Theory based report of practice

Martina Cavelti, Wolfgang Bührer, Thomas Berset