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International Journal of Science Education Part B is a peer-reviewed journal published by Taylor & Francis, covering Climate Change Communication and Perception, Animal and Plant Science Education, Science Education and Pedagogy.
| 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." International Journal of Science Education Part B 12 (3): 45–58.
Formats any DOI in International Journal of Science Education Part B style. No sign-up. |
| Publishes research in | Climate Change Communication and Perception Animal and Plant Science Education Science Education and Pedagogy Environmental Education and Sustainability Science Education and Perceptions |
| ISSN | 2154-8455 |
| Citation impact (2-yr) | 1.18 |
| h-index | 40 |
| i10-index | 171 |
| Total citations | 6,432 |
| Top institutions publishing here | Australian National University |
| Journal website | www.tandfonline.com |
| 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.
Spurred by concerns about an inadequately sized science, technology, engineering, and mathematics (STEM) workforce, there has been a growing interest in out-of-school time (OST) science activities as a means to foster STEM career interest. This study examines the association between OST science activities and STEM career interest in university through a logistic regression model and…
This project analyses the prevalence and social construction of science in the everyday activities of multicultural, multilingual children in one urban community. Using cross-setting ethnographic fieldwork (i.e. home, museum, school, community), we developed an ecologically grounded interview protocol and analytical scheme for gauging students' understandings of and identification with science. Focal participants in an ethnographic…
This research study, grounded in experiential learning theory, utilized a draw-and-explain assessment to measure change in secondary students’ knowledge before and after an experiential field trip. Our results indicated that the secondary students (aged 15–18 years) had pre-existing knowledge of the local delta area that included both abiotic and biotic factors. Prior to the field…
Pre-college student participation in science fairs, robotics competitions, computing contests and other science, technology, engineering, and mathematics (STEM) competitions increases every year in the United States. This is despite the fact that little is known about the relationship between STEM competition participation and career interest in STEM. Through logistic regressions, this study addresses three main…
Rapid growth in public communication of science and technology has led to many diverse training programs. We ask: What are learning goals of science communication training? A comprehensive set of learning goals for future trainings will draw fully from the range of fields that contribute to science communication. Learning goals help decide what to count…
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