Default: Journal of Research in Science Teaching

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 131. It has a price of 2750 €. It has an SJR impact factor of 3,067 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 3,067.

Journal of Research in Science Teaching focuses its scope in these topics and keywords: school, kinematics, graphing, identity, influences, inheritance, instruction, interactions, interactive, intuitive, ...

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

WOS
Categories: Education (Q1)
Price

2750 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

Journal of Research in Science Teaching

3,067

SJR Impact factor

131

H Index

65

Total Docs (Last Year)

178

Total Docs (3 years)

5172

Total Refs

943

Total Cites (3 years)

165

Citable Docs (3 years)

4,89

Cites/Doc (2 years)

79,57

Ref/Doc

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Aims and Scope


school, kinematics, graphing, identity, influences, inheritance, instruction, interactions, interactive, intuitive, issues, simultaneoustime, participationcategories, perspectives, physics, pulling, pushing, recognition, sara, schoolmuseum, conflict, agency, application, approach, case, category, combating, communitiesinfluence, complexities, conception, handson, constructionclarifying, context, contrasting, curriculum, demands, disabilitiesstudents, educational, engineering,



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

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Growing the tree of teacher knowledge: Ten years of learning to teach elementary science

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Undergraduates' attitudes and beliefs about subject matter and pedagogy measured periodically in a reform-based mathematics and science teacher preparation program

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

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Promoting understanding of chemical bonding and spontaneity through student explanation and integration of ideas

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Hearts and minds in the science classroom: The education of a confirmed evolutionist revisited

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Inquiry in interaction: How local adaptations of curricula shape classroom communities

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Where is gender and equity in science education?

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Science instruction for the mildly handicapped: Direct instruction versus discovery teaching

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Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning

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Science learning in a leisure setting

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Editorial: Action research

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

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Of butterflies and beetles: First graders' ways of seeing and talking about insect life cycles

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Using a cross section to train veterinary students to visualize anatomical structures in three dimensions

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Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models

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Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science

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Where knowledge construction, equity, and context intersect: Student learning of science in small groups

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Editorial: Assessing students' understanding of science

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Model of affective learning for nonformal science education facilities

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Gender-inclusive science teaching: A feminist-constructivist approach: A reply to Roychoudhury, Tippins, and Nichols

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Gender-inclusive science teaching: A rejoinder to McArthur and Wellner

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