The "Co-Catalyst: Journal of Science Education Research and Theories" is dedicated to publishing scientific papers on research and scholarly ideas related to science education and teaching in physics, chemistry, biology, and general science. The journal provides a platform for researchers, educators, and practitioners to share their original research findings, innovative pedagogical approaches, theoretical perspectives, and critical analyses related to science education. 

The journal welcomes submissions of high-quality articles on a wide range of topics, including but not limited to: 

• Science education research: Empirical studies, quantitative and qualitative research, and mixed-methods studies investigating various aspects of science education, such as curriculum development, instructional strategies, assessment and evaluation, science teacher education, science learning, and student engagement. 
• Media and technologies in science teaching, learning, and assessment: This category encompasses innovative teaching practices, instructional designs, and pedagogical strategies that use technology to enhance science teaching and learning in formal and informal educational settings. These approaches include but are not limited to technology-enhanced learning, inquiry-based approaches, problem-based learning, and other pedagogical strategies that promote effective science teaching and learning. 
• Science curriculum and policy: Research and critical analyses of the science curriculum, policy, and reform efforts at different levels, including national, regional, and international perspectives, and their implications for science education practice and research. 
• Science teacher professional development: Studies and reflections on science teacher professional development, pre-service and in-service teacher education, mentoring, and continuous professional learning to enhance science teaching practices and improve student learning outcomes. 
• Science pedagogical education theories and frameworks: This category of papers explores the various educational theories and models used to guide the teaching and learning of science subjects. These theories and frameworks aim to provide a foundation for science education that promotes critical thinking, problem-solving, and scientific inquiry skills. The category encompasses a range of approaches, including theoretical perspectives, conceptual frameworks, philosophical reflections related to science education research, policy, and practice, interdisciplinary perspectives, sociocultural contexts, and critical analyses.
• Artificial intelligence in science education: Papers that explore the applications of artificial intelligence, machine learning, data analytics, and other related technologies in science education, including but not limited to intelligent tutoring systems, adaptive learning, learning analytics, and virtual laboratories.  

Publication Frequency: The "Journal of Science Education Research and Theories" is published biannually, with issues released annually in May and November. 

Submission Guidelines: The journal invites original research manuscripts, conceptual papers, literature reviews, and critical commentaries that contribute to advancing science education research and practice. Submissions should be written in English and follow the journal's submission guidelines, including using the APA (American Psychological Association) style for citations and references. 

We welcome submissions from researchers, educators, and practitioners from diverse backgrounds and geographic locations who are interested in advancing science education through rigorous research and scholarly discourse.