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Journal of Research in Science Teaching is a peer-reviewed journal published by Wiley, covering Science Education and Pedagogy, Educational Strategies and Epistemologies, Diverse Educational Innovations Studies.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Research in Science Teaching 12 (3): 45–58.
Formats any DOI in Journal of Research in Science Teaching style. No sign-up. |
| Publishes research in | Science Education and Pedagogy Educational Strategies and Epistemologies Diverse Educational Innovations Studies Education and Critical Thinking Development Innovative Teaching and Learning Methods |
| ISSN | 0022-4308 |
| Citation impact (2-yr) | 4.45 |
| h-index | 233 |
| i10-index | 2,797 |
| Total citations | 267,547 |
| Article processing charge | $3,610 |
| Top institutions publishing here | Michigan State University |
| Journal website | onlinelibrary.wiley.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.
Abstract In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science‐related careers. In our view, science identity accounts both for how women make meaning of science experiences and…
Abstract The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions…
Abstract Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views…
Abstract The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases.…
