Example of Journal of Research in Science Teaching format
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Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format
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Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format Example of Journal of Research in Science Teaching format
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open access Open Access
recommended Recommended

Journal of Research in Science Teaching — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Education #22 of 1319 down down by 1 rank
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 221 Published Papers | 1695 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 16/06/2020
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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

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

3.87

23% from 2018

Impact factor for Journal of Research in Science Teaching from 2016 - 2019
Year Value
2019 3.87
2018 3.135
2017 3.21
2016 3.179
graph view Graph view
table view Table view

7.7

7% from 2019

CiteRatio for Journal of Research in Science Teaching from 2016 - 2020
Year Value
2020 7.7
2019 7.2
2018 6.6
2017 6.3
2016 6.0
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 23% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 7% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

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.

3.067

2% from 2019

SJR for Journal of Research in Science Teaching from 2016 - 2020
Year Value
2020 3.067
2019 3.012
2018 2.867
2017 2.708
2016 3.007
graph view Graph view
table view Table view

3.245

0% from 2019

SNIP for Journal of Research in Science Teaching from 2016 - 2020
Year Value
2020 3.245
2019 3.231
2018 2.955
2017 2.881
2016 2.907
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 2% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 0% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Journal of Research in Science Teaching

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Wiley

Journal of Research in Science Teaching

Journal of Research in Science and Teaching , the official journal of the National Association for Research in Science Teaching , publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scho...... Read More

Education

Social Sciences

i
Last updated on
16 Jun 2020
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ISSN
0022-4308
i
Impact Factor
Very High - 3.389
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Yellow faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
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Bibliography Name
apa
i
Citation Type
Numbered
[25]
i
Bibliography Example
Beenakker, C.W.J. (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

Journal Article DOI: 10.1002/TEA.3660290404
Students' and teachers' conceptions of the nature of science: A review of the research
Norman G. Lederman1

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... 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 of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered. read more read less

Topics:

Nature of Science (62%)62% related to the paper, Science education (58%)58% related to the paper, Curriculum development (50%)50% related to the paper
2,052 Citations
Journal Article DOI: 10.1002/TEA.10034
Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science
Norm G. Lederman1, Fouad Abd-El-Khalick2, Randy L. Bell3, Renee S. Schwartz4

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 assess... 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 remains an issue in research on NOS. This article aims to (a) trace the development of a new open-ended instrument, the Views of Nature of Science Questionnaire (VNOS), which in conjunction with individual interviews aims to provide meaningful assessments of learners' NOS views; (b) outline the NOS framework that underlies the development of the VNOS; (c) present evidence regarding the validity of the VNOS; (d) elucidate the use of the VNOS and associated interviews, and the range of NOS aspects that it aims to assess; and (e) discuss the usefulness of rich descriptive NOS profiles that the VNOS provides in research related to teaching and learning about NOS. The VNOS comes in response to some calls within the science education community to go back to developing standardized forced-choice paper and pencil NOS assessment instruments designed for mass administrations to large samples. We believe that these calls ignore much of what was learned from research on teaching and learning about NOS over the past 30 years. The present state of this line of research necessitates a focus on individual classroom interventions aimed at enhancing learners' NOS views, rather than on mass assessments aimed at describing or evaluating students' beliefs. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 497–521, 2002 read more read less

Topics:

Nature of Science (56%)56% related to the paper, Science education (54%)54% related to the paper
View PDF
1,637 Citations
open accessOpen access Journal Article DOI: 10.1002/TEA.20237
Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens.
Heidi B. Carlone1, Angela Johnson2

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 a... 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 how society structures possible meanings. Primary data included ethnographic interviews during students' undergraduate careers, follow-up interviews 6 years later, and ongoing member-checking. Our results highlight the importance of recognition by others for women in the three science identity trajectories: research scientist; altruistic scientist; and disrupted scientist. The women with research scientist identities were passionate about science and recognized themselves and were recognized by science faculty as science people. The women with altruistic scientist identities regarded science as a vehicle for altruism and created innovative meanings of ''science,'' ''recognition by others,'' and ''woman of color in science.'' The women with disrupted scientist identities sought, but did not often receive, recognition by meaningful scientific others. Although they were ultimately successful, their trajectories were more difficult because, in part, their bids for recognition were disrupted by the interaction with gendered, ethnic, and racial factors. This study clarifies theoretical conceptions of science identity, promotes a rethinking of recruitment and retention efforts, and illuminates various ways women of color experience, make meaning of, and negotiate the culture of science. 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1187-1218, 2007. read more read less

Topics:

Science education (62%)62% related to the paper, Science, technology, society and environment education (60%)60% related to the paper, Women of color (58%)58% related to the paper, Meaning (existential) (51%)51% related to the paper
View PDF
1,530 Citations
National Science Education Standards: A Political Document.
Angelo Collins1

Abstract:

The National Science Education Standards provides a vision teaching and learning science for the science education system and criteria to measure progress toward that vision. The document contains standards for content, teaching, assessment, three major levers of change identified by policy analysts. The Standards also includ... The National Science Education Standards provides a vision teaching and learning science for the science education system and criteria to measure progress toward that vision. The document contains standards for content, teaching, assessment, three major levers of change identified by policy analysts. The Standards also include program standards for schools and districts and system standards. This article describes how the Standards were developed within a political context, through a process with political aspects and includes political intents. It closes with recommendations about why and how science education researchers might engage in the political process. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 711–727, 1998. read more read less

Topics:

National Science Education Standards (69%)69% related to the paper, Science education (68%)68% related to the paper, Learning standards (66%)66% related to the paper, Reform mathematics (62%)62% related to the paper, Science, technology, society and environment education (62%)62% related to the paper
1,375 Citations
Journal Article DOI: 10.1002/TEA.20347
Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002
Daphne D. Minner, Abigail Jurist Levy, Jeanne Century1

Abstract:

The goal of the Inquiry Synthesis Project was to synthesize findings from research conducted between 1984 and 2002 to address the research question, What is the impact of inquiry science instruction on K-12 student outcomes? The timeframe of 1984 to 2002 was selected to continue a line of synthesis work last completed in 1983... The goal of the Inquiry Synthesis Project was to synthesize findings from research conducted between 1984 and 2002 to address the research question, What is the impact of inquiry science instruction on K-12 student outcomes? The timeframe of 1984 to 2002 was selected to continue a line of synthesis work last completed in 1983 by Bredderman (Bredderman (1983) Review of Educational Research 53: 499-518) and Shymansky, Kyle, and Alport (Shymansky et al. (1983) Journal of Research in Science Teaching 20: 387-404), and to accommodate a practicable cut- off date given the research project timeline, which ran from 2001 to 2006. The research question for the project was addressed by developing a conceptual framework that clarifies and specifies what is meant by ''inquiry-based science instruction,'' and by using a mixed-methodology approach to analyze both numerical and text data describing the impact of instruction on K-12 student science conceptual learning. Various findings across 138 analyzed studies indicate a clear, positive trend favoring inquiry-based instructional practices, particularly instruction that emphasizes student active thinking and drawing conclusions from data. Teaching strategies that actively engage students in the learning process through scientific investigations are more likely to increase conceptual understanding than are strategies that rely on more passive techniques, which are often necessary in the current standardized-assessment laden educational environment. read more read less

Topics:

Science education (59%)59% related to the paper, Educational research (58%)58% related to the paper, Teaching method (56%)56% related to the paper, Research question (56%)56% related to the paper, Conceptual framework (53%)53% related to the paper
View PDF
1,288 Citations
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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 Journal of Research in Science Teaching citation style.

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13. What is Sherpa RoMEO Archiving Policy for Journal of Research in Science Teaching?

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 Journal of Research in Science Teaching. 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 Journal of Research in Science Teaching?

The 5 most common citation types in order of usage for Journal of Research in Science Teaching 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 Journal of Research in Science Teaching Endnote style according to Elsevier guidelines.

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