PSEJ contains a variety of scientific articles related to research in the field of Science Education and application of science (Biology, Chemistry, Physics). The scope of science education also includes study of Physics Education, Biology Education, Chemical Education and Environmental Education. The range of topics in the specific journals may include the Application of Science Learning, Research and Development of Science Education, Science Education Materials Development, the Technology and the Learning Media of Science education, the Evaluation of the Science Learning and Program.

In addition to original articles, the journal features the following special sections:

• Science Learning : consisting of theoretical and empirical research studies on learning of science. 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 science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome.

• Application Science Learning in Daily Life : consisting of analytical, interpretative, or philosophical papers based on research regarding learning science 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 science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.

• Science 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 one’s teaching career, from pre-service, through induction, into advanced professional stages of teaching.

• Science 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 science teaching and learning. Additionally, research on science education policy relates to a critical examination of how theory, research, and practice of science education are influenced by policy decisions.

• Science Studies and Science Education : provides a forum for interdisciplinary investigations into science and science education. It informs and derives perspectives from history, philosophy, anthropology, and sociology of science as well as cognitive psychology and artificial intelligence to contribute to the theory, methodology, policy, and practice of science education.

• Science Education Curriculum and Instruction : including report about the goal and underliying principles of curriculum and instruction in science education learning.