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The journal aims to bridge the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of advances in biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore.

Special emphasis is placed on research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. Papers that are theoretically informed and methodologically rigorous are welcomed.

Editorial Staff


Ian Kinchin

Managing Editor

Tom Ireland 

Associate Editors & Editorial Board

Rob Francis, King's College London, UK
Marcus Grace, University of Southampton, UK
Ute Harms, Leibniz Institute for Science and Mathematics Education, Germany
Robert Johnston, St Mary's College, UK
Ian Kay, Manchester Metropolitan University, UK
Ros Roberts, Durham University, UK
Graham Scott, University of Hull, UK
Gary Skinner, GJSSEC Educational Consultant, UK
Sue Dale Tunnicliffe, University College London Institute of Education, UK
Mark Winterbottom, University of Cambridge, UK

International Advisory Board

Paul Beaumont, SSERC, Dunfermline, UK
Nelio Bizzo, Sao Paulo University, Brazil
Salil Bose, Nanyang Technological University, Singapore
Hee-hyung Cho, Kangwon National University, Korea
Alan G Clamp, Ealing Tutorial College, UK
John Dunkerton, Exhall Grange School, UK
William Fraser, University of Pretoria, South Africa
Annette Gough, RMIT University, Australia
Marcus Hammann, Münster University, Germany
Islay Marsden, University of Canterbury, New Zealand
Randy Moore, University of Minnesota, USA
Koichi Morimoto, Nara University of Education, Japan
Stelios Piperakis, University of Thessaly, Greece
Annette Scheersoi, Rheinische Friedrich-Wilhelms-Universität, Germany
Anita Shaw, Techniquest, UK
David F Treagust, Curtin University of Technology, Australia
Jack T Trevors,  University of Guelph, Canada
Chin-Chung Tsai, National Taiwan University of Science and Technology, Taiwan
Din Yan Yip, The Chinese University of Hong Kong, Hong Kong

Find out more by reading our sample issue.