Reviewer Guidelines

Reviewer Guidelines

To improve the quality of journal publications, we cordially invite experts to be reviewers of Physics Education Research Journal. Your support and contribution are valuable in ensuring that the manuscripts published meet high academic and scientific standards in the field of physics education research.

Qualifications

  • The potential reviewers must hold a Master’s or Doctoral degree
  • The research field must conform to physics education, science education, or related interdisciplinary fields
  • Have good experience as a reviewer in a scientific journal
  • Have published article(s) in internationally reputable journals and have been cited

General Review Criteria

In reviewing the manuscript, the reviewer should pay attention to the following:

Presentation

  • Does the manuscript present a cohesive argument?
  • Are the ideas clearly and logically presented within the context of physics education research?

Writing

  • Does the title reflect the manuscript content?
  • Is the writing concise, coherent, and easy to follow?

Length

  • Which part(s) of the manuscript should be elaborated, removed, shortened, summarized, or merged?

Specific Components

Title

  • Does the title reflect the content of the manuscript in a concise, clear, and attractive way?
  • Is it relevant to physics education or related fields?

Abstract

  • Does the abstract include:
    • Background
    • Objective
    • Method
    • Findings
    • Contributions/implications (especially for physics education practice or theory)?

Introduction

The introduction should briefly provide:

  • A clear background of the study indicating a research gap in physics education
  • A literature review presenting relevant theories (e.g., learning theories, pedagogy, assessment, or STEM education frameworks)
  • The originality or novelty of the study
  • Clear research objectives
  • Hypothesis development (for quantitative studies), based on theory and stated clearly

Method

  • The method should clearly describe all research procedures
  • Research design (e.g., experimental, quasi-experimental, survey, mixed-method, Rasch analysis, etc.) should be specified
  • Variables, participants (students, teachers, etc.), and sampling techniques should be identified
  • Research instruments (including validity and reliability) should be explained
  • Data analysis techniques should be described in detail
  • Sufficient detail should be provided to allow replication of the study

Results

  • Present the findings clearly and systematically
  • Use tables, graphs, or figures where appropriate
  • Data should be processed (not raw data)
  • Results must answer research questions and/or hypotheses

Discussion

  • Interpret the findings in relation to existing literature in physics education
  • Explain the significance of the results (theoretical and practical implications)
  • Compare findings with previous studies
  • Discuss implications for teaching, learning, or policy in physics education
  • Address strengths and limitations of the study
  • Avoid repetition of the results section

Conclusion

  • Present the main conclusions of the study in paragraph form
  • Conclusions should be based on the results and discussion
  • Highlight key findings and their contribution to physics education research and practice
  • Provide suggestions for future research if necessary