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Science & Education publishes research informed by the history, philosophy and sociology of science and mathematics that seeks to promote better teaching, learning, and curricula in science and mathematics. More particularly Science & Education promotes:
The utilization of historical, philosophical and sociological scholarship to clarify and deal with the many intellectual issues facing contemporary science and mathematics education. 
Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers.
An understanding of the philosophical, cultural, economic, religious, psychological and ethical dimensions of modern science and the interplay of these factors in the history of science. 
The inclusion of appropriate history and philosophy of science and mathematics courses in science and mathematics teacher-education programmes. 
The dissemination of accounts of lessons, units of work, and programmes in science and mathematics, at all levels, that have successfully utilized history and philosophy. 
Discussion of the philosophy and purposes of science and mathematics education, and their place in, and contribution to, the intellectual and ethical development of individuals and cultures.

Editor-in-Chief:
Kostas Kampourakis
University of Geneva, Switzerland
Associate Editors:
Sibel Erduran, University of Oxford, UK (Incoming Editor-in-Chief 2020)

Greg Kelly, Pennsylvania State University, USA
Ross Nehm, Stony Brook University (SUNY), Stony Brook, NY, USA
Book Review Editor:
Charbel N. El-Hani, Institute of Biology, Federal University of Bahia, Brazil
Founding Editor:
Michael R. Matthews, University of New South Wales, Sydney, Australia
Editorial Board:
Agustin Aduriz-Bravo, University of Buenos Aires, Argentina
Lilian Al-Chuer Pereira Martins, University of Sao Paulo, Brazil 
Theodore Arabatzis, National and Kapodistrian University of Athens, Greece
Elizabeth Cavicchi, Massachusetts Insitute of Technology, USA
Michael Clough, Texas A&M University, USA
Zoubeida Dagher, University of Delaware, USA 
Jennifer Donovan, Universiy of Southern Queensland, Australia 
John Dupre, Universiy of Exeter, UK 
Ingo Eilks, University of Bremen, Germany
Igal Galili, The Hebrew University of Jerusalem, Israel 
Peter Heering, University of Flensburg, Germany 
Dietmar Höttecke, University of Hamburg, Germany
Maria Pilar Jimenez-Aleixandre, University of Santiago de Compostela, Spain
Calvin Kalman, Concordia University, Montreal, Canada 
Ricardo Avelar Sotomaior Karam, University of Copenhagen, Denmark 
Martin Kusch, University of Vienna, Austria 
Ismo Koponen, University of Helsinki, Finland 
Aggeliki Lefkaditou, University of Oslo, Norway
Roberto de Andrade Martins, Universiy of Sao Paulo, Brazil
Kevin McCain, University of Alabama at Birmingham, USA 
William McComas, University of Arkansas, USA 
Don Metz, University of Winnipeg, Canada
Mansoor Niaz, Universidad de Oriente, Venzuela 
Kathy Olesko, Georgetown University, USA 
Jongwon Park, Chonnam National University, South Korea
Erik Peterson, University of Alabama, USA 
Maurício Pietrocola, University of Sao Paulo, Brazil
Maria Elice Brzezinski Prestes, University of Sao Paulo, Brazil
Peter Ramberg, Truman State University, USA 
Anna Carolina Regner, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
Thomas Reydon, University of Hannover, Germany
David Rudge, Western Michigan University, USA 
John Rudolph, University of Wisconsin-Madison, USA 
Renee Schwartz, Georgia State University, USA 
Cibelle Celestino Silva, University of Sao Paulo, Brazil 
Mike U. Smith, Mercer University School of Medicine, retired, USA
Jinwoong Song, Seoul National University, South Korea
Andreas Stylianides, University of Cambridge, UK 
Gábor Zemplén, Budapest University of Technology and Economics, Hungary