To celebrate the 50th anniversary of the Australasian Science Education Research Association’s annual conference, this paper reviews the last 25 years of the Association’s journal Research in Science Education (RISE). All RISE papers, at 4-year intervals (1994–2018; seven volumes), were reviewed: a total of 262/970 (27%) papers. Abstracts, together with the methodology/methods sections, were the main source of data, although theoretical/conceptual frameworks were also identified. Using a range of research indicators (e.g., research theme; paradigm and research design/methodology choice; methods used; sample characteristics; authors’ nationality), various trends emerged. Other data and trends were accessed using the Scopus database (e.g., research areas, most cited papers). Comparisons are made with similar reviews of the leading international science education journals (JRST, Science Education and IJSE), as well as White’s review for the first 25 years of ASERA (RISE, 27(2)). Findings indicate the increasing diversity of areas investigated, the mix of research approaches used, and a plurality of research designs. Trends are interpreted and overlooked areas identified. Future research possibilities are proffered and the direction that RISE appears to be heading.

为庆祝澳大利亚科学教育研究协会年会成立50周年，本文回顾了该协会最近25年的期刊《科学教育研究》（RISE）。每隔 4 年（1994-2018 年；七卷）对所有 RISE 论文进行审查：总共 262/970 (27%) 篇论文。摘要以及方法论/方法部分是数据的主要来源，尽管也确定了理论/概念框架。使用一系列研究指标（例如，研究主题；范式和研究设计/方法选择；使用的方法；样本特征；作者的国籍），出现了各种趋势。使用 Scopus 数据库（例如，研究领域、被引用最多的论文）访问其他数据和趋势。比较了领先的国际科学教育期刊（JRST、Science Education和IJSE）的类似评论，以及 White 对 ASERA 前 25 年的评论（RISE，27(2))。调查结果表明，所研究领域的多样性、所使用的研究方法的组合以及研究设计的多样性日益增加。趋势是被解释和被忽视的领域。提出了未来的研究可能性以及RISE的发展方向。