Default: Science Education

ISSN: 0036-8326

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Science Education Q1 Unclaimed

Wiley-Liss Inc. United States
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Science Education is a journal indexed in SJR in History and Philosophy of Science and Education with an H index of 115. It has a price of 3250 €. It has an SJR impact factor of 3,209 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 3,209.

Science Education focuses its scope in these topics and keywords: science, nature, inquiry, scientific, primacy, inquiryexamining, phenomena, origins, natural, museumdesigned, ...

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Price

3250 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

Science Education

3,209

SJR Impact factor

115

H Index

39

Total Docs (Last Year)

162

Total Docs (3 years)

3360

Total Refs

782

Total Cites (3 years)

158

Citable Docs (3 years)

4,53

Cites/Doc (2 years)

86,15

Ref/Doc

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Aims and Scope


science, nature, inquiry, scientific, primacy, inquiryexamining, phenomena, origins, natural, museumdesigned, mediate, religious, rets, scaffolds, students, teacher, traces, understandings, universeseeingtornado, local, life, integrating, authentic, bridging, classroom, conceptual, context, culture, culturedeveloping, education, epistemic, explicit, gap, howvideo, influence,



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Re/Constructing elementary science

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The empowerment of graduate science education students from developing countries: A comment on Lunetta and van den Berg

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The difficulty level of certain science concepts

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Consensually driven explanation in science teaching

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Moral outrage in education

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Language minority students in high school: The role of language in learning biology concepts

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Research traditions in comparative context: A philosophical challenge to radical constructivism

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Response to Ahlgren

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Time for science education: How teaching the history and philosophy of pendulum motion can contribute to science literacy

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Learners' mental models of metallic bonding: A cross-age study

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Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement

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Images of science and scientists and science education

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The presentation of metallic bonding in high school science textbooks during three decades: Science educational reforms and substantive changes of tendencies

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Inquiry, instrumentalism, and the public understanding of science

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An analysis of the supports and constraints for scientific discussion in high school project-based science

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Science museum educators' professional growth: Dynamics of changes in research-practitioner collaboration

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The effect of talk and writing on learning science: An exploratory study

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Leaving home for graduate science education in the G-7 countries: To what end?

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Rigor in Elementary Science Students' Discourse: The Role of Responsiveness and Supportive Conditions for Talk

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Diversity and equity for Asian American students in science education

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Dimensions of autonomy: Primary teachers' decisions about involvement in science professional development

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"Not Designed for Us": How Science Museums and Science Centers Socially Exclude Low-Income, Minority Ethnic Groups

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Change in teachers' knowledge of subject matter: A 17-year longitudinal study

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Aligning Coordination Class Theory With a New Context: Applying a Theory of Individual Learning to Group Learning

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