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European Journal of Science Education is a peer-reviewed journal published by Taylor & Francis, covering Science Education and Pedagogy, Human auditory perception and evaluation, Diverse Scientific and Economic Studies.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." European Journal of Science Education 12 (3): 45–58.
Formats any DOI in European Journal of Science Education style. No sign-up. |
| Publishes research in | Science Education and Pedagogy Human auditory perception and evaluation Diverse Scientific and Economic Studies Education and Critical Thinking Development Earthquake and Disaster Impact Studies |
| ISSN | 0140-5284 |
| h-index | 53 |
| i10-index | 138 |
| Total citations | 9,572 |
| Top institutions publishing here | Leibniz Institute for Science and Mathematics Education |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Summaries English The scope of this study was to explore and analyse spontaneous reasoning of students in elementary dynamics, from the last year at secondary school to the third year at University. A set of investigations involving several hundred students (mainly French, but also British and Belgian) showed surprising rates of wrong, or right, answers,…
Summaries English Learning science is complex‐‐a student has at different times to acquire new information, reorganize existing knowledge and even discard cherished ideas. In addressing this issue, the analogy between individual learning and conceptual change in scientific disciplines has been fruitful in providing aspects of a suitableframework for analysing science learning. In this paper a…
Summaries English The work of Jean Piaget and others on the development of children's thinking, has indicated that far from being the 'tabula rasa' of repute, pupils bring to their school learning in science ideas, expectations and beliefs concerning natural phenomena which they have developed to make sense of their own past experiences. These alternate…
(1983). Learning about energy: how pupils think in two domains. European Journal of Science Education: Vol. 5, No. 1, pp. 49-59.
Summaries English We describe a systematic study of skills for solving problems in basic physics, a domain of practical significance for instruction, but not of prohibitive complexity. Our studies show that an inexperienced student tends to solve a problem by assembling individual equations. By contrast, an expert solves a problem by a process of successive…
