Example of Evolution: Education and Outreach format
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Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format Example of Evolution: Education and Outreach format
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open access Open Access

Evolution: Education and Outreach — Template for authors

Publisher: Springer
Categories Rank Trend in last 3 yrs
Education #202 of 1319 down down by None rank
Ecology, Evolution, Behavior and Systematics #199 of 647 down down by None rank
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 61 Published Papers | 205 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 11/07/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

3.4

48% from 2019

CiteRatio for Evolution: Education and Outreach from 2016 - 2020
Year Value
2020 3.4
2019 2.3
2018 0.3
graph view Graph view
table view Table view

0.857

1% from 2019

SJR for Evolution: Education and Outreach from 2019 - 2020
Year Value
2020 0.857
2019 0.845
graph view Graph view
table view Table view

0.939

19% from 2019

SNIP for Evolution: Education and Outreach from 2018 - 2020
Year Value
2020 0.939
2019 0.789
2018 0.888
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 48% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 1% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 19% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Evolution: Education and Outreach

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Springer

Evolution: Education and Outreach

Approved by publishing and review experts on SciSpace, this template is built as per for Evolution: Education and Outreach formatting guidelines as mentioned in Springer author instructions. The current version was created on and has been used by 939 authors to write and format their manuscripts to this journal.

Teaching of evolution

i
Last updated on
11 Jul 2020
i
ISSN
1606-8610
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
White faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Citation Type
Author Year
(Blonder et al, 1982)
i
Bibliography Example
Beenakker CWJ (2006) Specular andreev reflection in graphene. Phys Rev Lett 97(6):067,007, URL 10.1103/PhysRevLett.97.067007

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1007/S12052-009-0128-1
Understanding Natural Selection: Essential Concepts and Common Misconceptions
T. Ryan Gregory1

Abstract:

Natural selection is one of the central mechanisms of evolutionary change and is the process responsible for the evolution of adaptive features. Without a working knowledge of natural selection, it is impossible to understand how or why living things have come to exhibit their diversity and complexity. An understanding of nat... Natural selection is one of the central mechanisms of evolutionary change and is the process responsible for the evolution of adaptive features. Without a working knowledge of natural selection, it is impossible to understand how or why living things have come to exhibit their diversity and complexity. An understanding of natural selection also is becoming increasingly relevant in practical contexts, including medicine, agriculture, and resource management. Unfortunately, studies indicate that natural selection is generally very poorly understood, even among many individuals with postsecondary biological education. This paper provides an overview of the basic process of natural selection, discusses the extent and possible causes of misunderstandings of the process, and presents a review of the most common misconceptions that must be corrected before a functional understanding of natural selection and adaptive evolution can be achieved. read more read less

Topics:

Natural selection (57%)57% related to the paper, Population (50%)50% related to the paper
View PDF
365 Citations
open accessOpen access Journal Article DOI: 10.1007/S12052-008-0035-X
Understanding Evolutionary Trees
T. Ryan Gregory1

Abstract:

Charles Darwin sketched his first evolutionary tree in 1837, and trees have remained a central metaphor in evolutionary biology up to the present. Today, phylogenetics—the science of constructing and evaluating hypotheses about historical patterns of descent in the form of evolutionary trees—has become pervasive within and in... Charles Darwin sketched his first evolutionary tree in 1837, and trees have remained a central metaphor in evolutionary biology up to the present. Today, phylogenetics—the science of constructing and evaluating hypotheses about historical patterns of descent in the form of evolutionary trees—has become pervasive within and increasingly outside evolutionary biology. Fostering skills in “tree thinking” is therefore a critical component of biological education. Conversely, misconceptions about evolutionary trees can be very detrimental to one’s understanding of the patterns and processes that have occurred in the history of life. This paper provides a basic introduction to evolutionary trees, including some guidelines for how and how not to read them. Ten of the most common misconceptions about evolutionary trees and their implications for understanding evolution are addressed. read more read less

Topics:

Evolutionary ecology (62%)62% related to the paper, Evolutionary taxonomy (59%)59% related to the paper
View PDF
228 Citations
open accessOpen access Journal Article DOI: 10.1007/S12052-008-0037-8
Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution
Gale M. Sinatra1, Sarah K. Brem2, E. Margaret Evans3

Abstract:

Learning about biological evolution presents particular challenges for students. Barriers to learning come in the form of students’ prior conceptions that conflict with the scientific perspective of biological change. Theory and research from developmental and educational psychology provide insight into these barriers. Helpin... Learning about biological evolution presents particular challenges for students. Barriers to learning come in the form of students’ prior conceptions that conflict with the scientific perspective of biological change. Theory and research from developmental and educational psychology provide insight into these barriers. Helping students understand evolution is not simply a matter of adding to their existing knowledge, but rather, it means helping them to see the world in new and different ways. Theoretical perspectives on creating change in students’ conceptions have implications for teaching about biological evolution. read more read less

Topics:

Conceptual change (60%)60% related to the paper, Teaching method (54%)54% related to the paper, Educational psychology (54%)54% related to the paper
View PDF
206 Citations
open accessOpen access Journal Article DOI: 10.1007/S12052-008-0061-8
The Importance of Understanding the Nature of Science for Accepting Evolution
Tania Lombrozo1, Anastasia Thanukos1, Michael Weisberg2

Abstract:

Many students reject evolutionary theory, whether or not they adequately understand basic evolutionary concepts. We explore the hypothesis that accepting evolution is related to understanding the nature of science. In particular, students may be more likely to accept evolution if they understand that a scientific theory is pr... Many students reject evolutionary theory, whether or not they adequately understand basic evolutionary concepts. We explore the hypothesis that accepting evolution is related to understanding the nature of science. In particular, students may be more likely to accept evolution if they understand that a scientific theory is provisional but reliable, that scientists employ diverse methods for testing scientific claims, and that relating data to theory can require inference and interpretation. In a study with university undergraduates, we find that accepting evolution is significantly correlated with understanding the nature of science, even when controlling for the effects of general interest in science and past science education. These results highlight the importance of understanding the nature of science for accepting evolution. We conclude with a discussion of key characteristics of science that challenge a simple portrayal of the scientific method and that we believe should be emphasized in classrooms. read more read less

Topics:

Nature of Science (64%)64% related to the paper, Science education (60%)60% related to the paper, Science, technology, society and environment education (57%)57% related to the paper, Philosophy of science (55%)55% related to the paper, Scientific theory (53%)53% related to the paper
View PDF
200 Citations
open accessOpen access Journal Article DOI: 10.1007/S12052-008-0068-1
Relevance in Education
David Zeigler1

Abstract:

Among a number of other questionable “ideals” that have become commonplace in educational philosophy over the past few decades, relevance is one that has been preached and applied widely. Make the material relevant to the student in any way possible—that is the message, and it is typically implied that any topic worth learnin... Among a number of other questionable “ideals” that have become commonplace in educational philosophy over the past few decades, relevance is one that has been preached and applied widely. Make the material relevant to the student in any way possible—that is the message, and it is typically implied that any topic worth learning can be made relevant to the average student if the teacher simply tries hard enough. Unfairly as usual, the emphasis is always on the effort of the teacher as the key to success. An endpoint to this and other educational “tricks” (co-operation, selfexpression, etc.) is never discussed, rather it is implied that what works in grade school should continue to be applied and carried right through the college years, regardless of the fact that most jobs in the real world require independent work and achievement, with relevance and self-expression ranking low in the average workplace. I see no problem in using some of these once nontraditional educational ideas in moderation in the lower grades to “engage” students and show them that learning can sometimes be fun, but real academic learning does and must always involve some level of work—the “W-word” that is so widely avoided in our modern society. In fact, the work level should rightly be expected to increase as one moves up the grade scale and into college. Certainly, past the freshman year of college, students should have become at least somewhat self-motivated and driven and no longer need tricks and entertainment value artificially added to most of their coursework. They should move (and be moved) to the level of adult interaction where they can easily listen to a presentation, make obvious connections, ask meaningful questions, and take responsibility for their own learning. When I attend national scientific meetings featuring distinguished guest speakers, those speakers almost always deliver well-planned lectures supported by Powerpoint visuals (typically around an hour long), which those in attendance feel privileged to hear and then have the opportunity to interact with questions. I would hope that our universities want to graduate students who would be able to attend such meetings and possess the attention span to follow and actually enjoy such quality presentations within their chosen fields. If they still need to be entertained and asked their opinions throughout such a lecture, they simply are not adult learners and have not “graduated” into the world of serious adult learning. In the sciences, much of what is learned and questioned is simply not directly relevant to the student or even to humanity. This is undoubtedly a major reason why many in the “me generation” have garnered a dislike for science— because it is not about them. Most other disciplines (business, history, art, economics, literature, languages, sociology, philosophy, etc.) are human-centered, whereas much of science is not, except for the pure pleasure of using one’s curiosity to gain knowledge about the real world and universe in which we live in. What is or could be relevant to modern students concerning dinosaurs that have been extinct for 65,000,000 years or more? Except for the few whose goals involve dinosaur research or art (certainly less than 1% of students), there is really nothing directly relevant about dinosaurs except that they were simply some of the most magnificent and interesting beasts ever to have walked the earth. Many great scientists (such as Stephen J. Gould) credit an early interest in dinosaurs as instrumental in their decision to become scientists. I recently attended an IMAX Evo Edu Outreach (2008) 1:517–519 DOI 10.1007/s12052-008-0068-1 read more read less

Topics:

Education theory (51%)51% related to the paper, Philosophy of education (50%)50% related to the paper, Coursework (50%)50% related to the paper, Higher education (50%)50% related to the paper
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169 Citations
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Frequently asked questions

1. Can I write Evolution: Education and Outreach in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Evolution: Education and Outreach guidelines and auto format it.

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3. Can I cite my article in multiple styles in Evolution: Education and Outreach?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Evolution: Education and Outreach citation style.

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Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Evolution: Education and Outreach.

5. Can I use a manuscript in Evolution: Education and Outreach that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Evolution: Education and Outreach that you can download at the end.

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Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

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SciSpace's Evolution: Education and Outreach is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

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12. Is Evolution: Education and Outreach's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Evolution: Education and Outreach?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Evolution: Education and Outreach. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Evolution: Education and Outreach?

The 5 most common citation types in order of usage for Evolution: Education and Outreach are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Evolution: Education and Outreach Endnote style according to Elsevier guidelines.

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