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 135. It has a price of 3250 €. It has an SJR impact factor of 1,543 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,543.

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: -

Categories: Education (Q1) History and Philosophy of Science (Q1)

Price

3250 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

1,543

SJR Impact factor

135

H Index

57

Total Docs (Last Year)

155

Total Docs (3 years)

5024

Total Refs

753

Total Cites (3 years)

151

Citable Docs (3 years)

4.01

Cites/Doc (2 years)

88.14

Ref/Doc

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Aims and Scope

Best articles by citations

Re/Constructing elementary science

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

The difficulty level of certain science concepts

Consensually driven explanation in science teaching

Moral outrage in education

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

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

Response to Ahlgren

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

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

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

Images of science and scientists and science education

SHOW MORE ARTICLES

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

Inquiry, instrumentalism, and the public understanding of science

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

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

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

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

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

Diversity and equity for Asian American students in science education

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

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

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

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