ISSN: 0022-4308

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Journal of Research in Science Teaching Q1 Unclaimed

John Wiley and Sons Inc. United States

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Journal of Research in Science Teaching is a journal indexed in SJR in Education with an H index of 121. It has a price of 2750 €. It has an SJR impact factor of 3,012 and it has a best quartile of Q1. It is published in English.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Categories: Education (Q1)

Price

2750 €

Gold OA

-

Green OA

0 €

Non OA

Metrics

3,012

SJR Impact factor

121

H Index

75

Total Docs (Last Year)

177

Total Docs (3 years)

5736

Total Refs

909

Total Cites (3 years)

170

Citable Docs (3 years)

5,18

Cites/Doc (2 years)

76,48

Ref/Doc

Aims and Scope

Other journals with similar parameters

Review of Educational Research Q1
Internet and Higher Education Q1
Sociology of Education Q1
Journal of Abnormal Psychology Q1
Educational Psychology Review Q1

Best articles

"I'm just not that great at science": Science self-efficacy in arts and communication students

A method to quantify major themes of scientific literacy in science textbooks

A theoretical note on concepts and the need for Cyclic Concept Maps

Accelerating the development of formal thinking in middle and high school students IV: Three years after a two-year intervention

Assessing task-orientation potential in primary science textbooks: Toward a new approach

Black high school females' images of the scientist: Expression of culture

Changes in perceptions of science for third, seventh, and eleventh grade students

Cognitive assessment of function knowledge

Conceptualizations of nature: An interpretive study of 16 ninth graders' everyday thinking

Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools

Curriculum-based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge

Deep time framework: A preliminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience

SHOW MORE ARTICLES

Designing, implementing, and reporting research: The significant role of literature review

Do middle school life science textbooks provide a balance of scientific literacy themes?

Editorial team report to the NARST community

Editorial: Action research

Editorial: Assessing students' understanding of science

Editorial: The imperative to improve undergraduate education in science, mathematics, engineering, and technology

Editorial: Urban environmental quality: An emerging educational challenge

Effect of the kinesthetic conflict on promoting scientific reasoning

Efficacy of a gender and ethnic equity in science education curriculum for preservice teachers

Elementary student teachers' science content representations

Equitable science education in urban middle schools: Do reform efforts make a difference?

Evaluating the effects of analogy enriched text on the learning of science: The importance of learning indexes

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