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.