About the Journal

Focus and Scope

The Caderno Brasileiro de Ensino de Física aims to promote the effective and continuous dissemination of experiences among teachers and researchers, with the goal of enhancing the quality of physics education both in institutions responsible for training new teachers and in the schools where these professionals will work.

The journal is structured into four sections related to theoretical or empirical research:

  • Science/Physics Teaching and Learning – Theoretical or empirical studies addressing cognitive, social, cultural, and affective aspects involved in the teaching and learning of Science/Physics at different educational levels; Science/Physics education and inclusion; assessment approaches and practices; education in non-formal settings.
  • Science/Physics Teacher Education – Theoretical or empirical research on models and practices of teacher education at different educational levels; analysis of teacher education programs and policies at undergraduate, in-service, and graduate levels; teachers’ professional development; teachers’ knowledge.
  • History, Philosophy, and Sociology of Science and Science/Physics Education – Theoretical or empirical studies related to Science/Physics education informed by the History of Science; Epistemology and Philosophy of Science; Sociology of scientific knowledge; studies on the nature of science; gender studies grounded in the History, Philosophy, and Sociology of Science.
  • Science/Physics Curriculum – Theoretical or empirical research related to Science/Physics education that explicitly engages with curriculum studies literature to investigate curricular issues, such as curriculum policies; STS/STEAM curricular approaches; socioscientific approaches; scientific and technological literacy; scientific literacy; multiculturalism; interculturality and decoloniality; affirmative action policies.

History

The first issue of Caderno Brasileiro de Ensino de Física (CBEF) was published in December 1984. This issue, along with the following three, was fully funded by the Federal University of Santa Catarina. This initial support was decisive for the establishment of the journal, which, from its fifth issue (vol. 3, no. 1), received financial support for ten years from the Education for Science Subprogram (SPEC), part of the Program for the Support of Scientific and Technological Development (PADCT/CAPES).

Originally conceived to serve Physics teachers in the state of Santa Catarina—hence the term “Catarinense” in its original title (Caderno Catarinense de Ensino de Física)—the journal soon gained national visibility through dissemination at scientific events and distribution to Physics teachers across all Brazilian states.

In 2002, a significant set of changes was implemented to better align the journal with the requirements established by CAPES for the evaluation of scientific journals in the field of Education. These changes included the addition of cataloging data, English abstracts, keywords, dates of submission and acceptance, and references formatted in strict accordance with ABNT standards, among others. At that time, the journal was renamed Caderno Brasileiro de Ensino de Física.

Since 2015, the journal has been published exclusively in an online format, and since 2020, new sections have been introduced to organize both published articles and submissions. These changes aimed to update and reorganize the journal in response to emerging research topics in Physics Education and Science Education.

CBEF is one of the most widely recognized journals in the field of Science/Physics Education in Brazil, with more than 40 years of uninterrupted publication. Its history is closely linked to the development of knowledge in Science/Physics Education and teacher education in the country.

By disseminating research conducted by Brazilian and Latin American scholars, the journal seeks to enhance the quality of Physics teaching and Science Education both in higher education institutions and in school communities.

Initially aimed at Physics teacher education programs, its articles are now considered essential reading for researcher training, graduate programs in Science/Physics Education, and both initial and continuing teacher education in Science/Physics.

The journal was classified in the highest category (A1) in the most recent CAPES Qualis evaluation.

All editorial work, including initial screening, management of the peer review process, and editing, is carried out by the editors-in-chief and associate editors, who rely solely on institutional support from their home institutions.

Awstats - jul. 2008 - jun. 2017