Journal of College Science Teaching Template
Write in a clean editor, then format for Journal of College Science Teaching in one click — DocuGuru applies the official Taylor & Francis template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the Journal of College Science Teaching format
Journal of College Science Teaching is a peer-reviewed journal published by Taylor & Francis, covering Innovative Teaching Methods, Science Education and Pedagogy, Innovative Teaching and Learning Methods.
| 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." Journal of College Science Teaching 12 (3): 45–58.
Formats any DOI in Journal of College Science Teaching style. No sign-up. |
| Publishes research in | Innovative Teaching Methods Science Education and Pedagogy Innovative Teaching and Learning Methods Education and Critical Thinking Development Experimental Learning in Engineering |
| ISSN | 0047-231X |
| Citation impact (2-yr) | 0.78 |
| h-index | 31 |
| i10-index | 158 |
| Total citations | 5,419 |
| Top institutions publishing here | University of British Columbia |
| Journal website | www.umi.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Journal of College Science Teaching per year
Citation impact of Journal of College Science Teaching by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in Journal of College Science Teaching
We developed a classroom observation protocol for quantitatively measuring student engagement in large university classes. The Behavioral Engagement Related to Instruction (BERI) protocol can be used to provide timely feedback to instructors as to how they can improve student engagement in their classrooms. We tested BERI on seven courses with different instructors and pedagogy. BERI…
Large-enrollment undergraduate science courses are often seen as “gatekeepers” and tend to support less-than-ideal pedagogical approaches. Student satisfaction with teaching and learning and gains in student conceptual understanding in these courses is often limited at best. At University of Colorado Denver, the Learning Assistant (LA) Program supports the transformation of these large-enrollment science courses to…
In the STEM fields, adequate proficiency in reading and interpreting graphs is widely held as a central element for scientific literacy given the importance of data visualizations to succinctly present complex information. Although prior research espouses methods to improve graphing proficiencies, there is little understanding about when and how students develop these skills during the…