ISSN: 0157-244X

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Research in Science Education Q1 Unclaimed

Springer Netherlands Netherlands

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Research in Science Education is a journal indexed in SJR in Education with an H index of 72. It has a price of 2290 €. It has an SJR impact factor of 1,024 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,024.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Categories: Education (Q1)

Price

2290 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

1,024

SJR Impact factor

72

H Index

91

Total Docs (Last Year)

300

Total Docs (3 years)

5021

Total Refs

1115

Total Cites (3 years)

285

Citable Docs (3 years)

3.33

Cites/Doc (2 years)

55.18

Ref/Doc

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Aims and Scope

Best articles by citations

Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey

The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015

Faculty Grading of Quantitative Problems: A Mismatch between Values and Practice

Socio-Scientific Issues in Education: Innovative Practices and Contending Epistemologies

The Roles of Substantive and Procedural Understanding in Open-Ended Science Investigations: Using Fuzzy Set Qualitative Comparative Analysis to Compare Two Different Tasks

Models, meters and memory

The Gateway Science: a Review of Astronomy in the OECD School Curricula, Including China and South Africa

"Pirates Can Be Male or Female": Investigating Gender-Inclusivity in a Years 2/3 Classroom

Predicting Student Success in a Major's Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

Senior High School Student Biology Learning in Interactive Teaching

Students Explaining Science - Assessment of Science Communication Competence

University Science Teachers as Researchers: Blurring the Scholarship Boundaries

SHOW MORE ARTICLES

The Role of Metacognitive Activities in the Contextual Use of Primary Pupils' Conceptions of Science

"Hit and Run Research" with "Hit and Miss" Results in Early Childhood Science Education

The Future Curriculum for School Science: What Can Be Learnt from the Past?

Changing Preservice Science Teachers' Views of Nature of Science: Why Some Conceptions May be More Easily Altered than Others

An Investigation of the Metacognitive Orientation of Confucian-Heritage Culture and Non-Confucian-Heritage Culture Science Classroom Learning Environments in Hong Kong

Argumentation-Based Collaborative Inquiry in Science Through Representational Work: Impact on Primary Students' Representational Fluency

A review of teacher development reforms in Indonesian secondary science: The effectiveness of practical work in biology

Metacognitive Development: A View beyond Cognition

High School Students' Perceptions of the Effects of International Science Olympiad on Their STEM Career Aspirations and Twenty-First Century Skill Development

Facilitating Changes in College Teaching Practices: Instructional Reform, Identity Conflict and Professional Community in a K-20 Partnership

Supporting Teachers' Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process

Measuring Changes in Interest in Science and Technology at the College Level in Response to Two Instructional Interventions