Default: Journal of Research in Science Teaching

ISSN: 0022-4308

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Journal of Research in Science Teaching Q1 Unclaimed

John Wiley & 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 157. It has a price of 2750 €. It has an SJR impact factor of 1,906 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,906.

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

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Scopus WOS
Categories: Education (Q1)
Price

2750 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

Journal of Research in Science Teaching

1,906

SJR Impact factor

157

H Index

99

Total Docs (Last Year)

181

Total Docs (3 years)

9134

Total Refs

1171

Total Cites (3 years)

168

Citable Docs (3 years)

5.19

Cites/Doc (2 years)

92.26

Ref/Doc

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Aims and Scope


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



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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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