ISSN: 1089-9995

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Journal of Geoscience Education Q2 Unclaimed

Taylor and Francis Ltd. United Kingdom

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Journal of Geoscience Education is a journal indexed in SJR in Earth and Planetary Sciences (miscellaneous) and Education with an H index of 43. It has an SJR impact factor of 0,442 and it has a best quartile of Q2. It is published in English. It has an SJR impact factor of 0,442.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Earth and Planetary Sciences (miscellaneous) (Q2) Education (Q2)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

0,442

SJR Impact factor

43

H Index

69

Total Docs (Last Year)

105

Total Docs (3 years)

4252

Total Refs

222

Total Cites (3 years)

81

Citable Docs (3 years)

1.61

Cites/Doc (2 years)

61.62

Ref/Doc

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Aims and Scope

Best articles by citations

A Data-Intensive Approach to Studying Climate and Climate Change in Africa

1999 NAGT Presidential Address

Using the Minutes of Meetings to Monitor Service-Learning Projects

Forecasting the Permanent Decline in Global Petroleum Production

Computer-Aided Visualization and Animation of Ocean Wave Dynamics

Case Studies of the Geochemical Investigations of Art for Science and Science-and-Art Courses

Using Rich Context and Data Exploration to Improve Engagement with Climate Data and Data Literacy: Bringing a Field Station into the College Classroom

Geology for Art Students

The Museum and Gallery Corner

Igneous-Rock Classification in a Large Introductory Geology Class

Are Textbooks Full of Disconnected Facts?

Climate Change Education in the Southeastern U.S. Through Public Dialogue: Not Just Preaching to the Choir

SHOW MORE ARTICLES

The Use of Notecards as a Technique for Enhancing the Quality of Large Introductory Classes

The STRATegy COLUMN for Precollege Science Teachers -Just How Glacial are Glaciers?

The STRATegy COLUMN for Precollege Teachers -Diving into Ocean Science

NAGT Field Trip to South Africa

Using Analogous Materials in Large Introductory Geology Classes

The Value of Soils Courses to the Geology Student

An Interactive, Process-Oriented Geoscience Exhibition

K-12 Educator Involvement in the Mars Pathfinder Field Trips in the Channeled Scabland of Washington and Idaho

An Assessment of Combined Academic Geology and Geography Departments Based on a Survey of Department Chairs

Self-Contained Problem Sets as a Means of Incorporating Quantitative-Skill Development in Existing Introductory Geoscience Courses

Commentary: Fostering Students' Argumentation Skills in Geoscience Education

What Motivates Introductory Geology Students to Study for an Exam?