Example of International Journal of Science Education format
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Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format
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Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format Example of International Journal of Science Education format
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open access Open Access

International Journal of Science Education — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #218 of 1319 down down by 30 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 499 Published Papers | 1618 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 30/06/2020
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Related Journals

open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 3.5
SJR: 1.299
SNIP: 1.605
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 3.2
SJR: 1.218
SNIP: 1.195
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 5.9
SJR: 2.212
SNIP: 2.09

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.

1.485

18% from 2018

Impact factor for International Journal of Science Education from 2016 - 2019
Year Value
2019 1.485
2018 1.255
2017 1.325
2016 1.24
graph view Graph view
table view Table view

3.2

14% from 2019

CiteRatio for International Journal of Science Education from 2016 - 2020
Year Value
2020 3.2
2019 2.8
2018 2.6
2017 2.7
2016 2.6
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 18% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 14% 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.

1.092

3% from 2019

SJR for International Journal of Science Education from 2016 - 2020
Year Value
2020 1.092
2019 1.058
2018 0.916
2017 0.906
2016 1.223
graph view Graph view
table view Table view

1.705

5% from 2019

SNIP for International Journal of Science Education from 2016 - 2020
Year Value
2020 1.705
2019 1.626
2018 1.319
2017 1.401
2016 1.34
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 3% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 5% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
International Journal of Science Education

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Taylor and Francis

International Journal of Science Education

The International Journal of Science Education (IJSE) is firmly established as an authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. Special emphasis is placed on applicable researc...... Read More

Education

Social Sciences

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Last updated on
30 Jun 2020
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ISSN
0950-0693
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Impact Factor
High - 1.713
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1080/0950069032000032199
Attitudes towards science: A review of the literature and its implications
Jonathan Osborne1, Shirley Simon2, Sue Collins2

Abstract:

This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students’ attitudes to science if the nature of the problem is to be unders... This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students’ attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inherent to their measurement, what is known about students’ attitudes towards science and the many factors of influence such as gender, teachers, curricula, cultural and other variables. The literature itself points to the crucial importance of gender and the quality of teaching. Given the importance of the latter we argue that there is a greater need for research to identify those aspects of science teaching that make school science engaging for pupils. In particular, a growing body of research on motivation offers important pointers to the kind of classroom environment and activities that might raise pupils’ interest in studying school science and a focus for future research. read more read less

Topics:

Science education (65%)65% related to the paper, Science, technology, society and environment education (62%)62% related to the paper
2,742 Citations
Journal Article DOI: 10.1080/09500690050044044
Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature.
Fouad Abd-El-Khalick1, Norman G. Lederman2

Abstract:

This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills i... This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers' conceptions of NOS. To achieve the same goal, explicit attempts used instruction geared towards various aspects of NOS and/or instruction that utilized elements from history and philosophy of science. To the extent that teachers' NOS conceptions were faithfully assessed by the instruments used in the reviewed studies, the explicit approach was relatively more effective in enhancing teachers' views. The relative ineffectiveness of the implicit approach could be attributed to two inherent assumptions. The first is that developing an understanding of NOS is an 'affective', as compared to a 'cognitiv... read more read less

Topics:

Science education (67%)67% related to the paper, Nature of Science (67%)67% related to the paper, History and philosophy of science (60%)60% related to the paper, Higher education (53%)53% related to the paper
View PDF
1,168 Citations
open accessOpen access Journal Article DOI: 10.1080/09500690305016
Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning
Reinders Duit1, David F. Treagust2

Abstract:

In this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multiperspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) le... In this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multiperspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful framework for improving science teaching and learning read more read less

Topics:

Conceptual change (64%)64% related to the paper, Scientific literacy (56%)56% related to the paper, Concept learning (52%)52% related to the paper
View PDF
1,144 Citations
Journal Article DOI: 10.1080/095006999290570
The place of argumentation in the pedagogy of school science

Abstract:

The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. W... The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues. Opportunities for the social construction of knowledge, that are afforded by the use of argument-based pedagogical techniques, were few and far between. After a discussion of teachers' responses to this finding, we highlighted two major explanations: firstly, limitations in teachers' pedagogical repertoires; secondly, external pressures imposed upon science teachers in England by the National Curriculum and its assessment system. read more read less

Topics:

Science education (63%)63% related to the paper, National curriculum (53%)53% related to the paper, Argument (52%)52% related to the paper, Argumentation theory (52%)52% related to the paper, Discourse analysis (50%)50% related to the paper
756 Citations
Journal Article DOI: 10.1080/09500690305021
Time for action: Science education for an alternative future
Derek Hodson1

Abstract:

Following a brief historical survey of the popular 'slogans' that have influenced science education during the past quarter century and a review of current international debate on scientific literacy and science pedagogy, the author takes the view that while much of value has been achieved, there is still considerable cause f... Following a brief historical survey of the popular 'slogans' that have influenced science education during the past quarter century and a review of current international debate on scientific literacy and science pedagogy, the author takes the view that while much of value has been achieved, there is still considerable cause for concern and that it is time for action in two senses. First, it is time to take action on the school science curriculum because it no longer meets the needs, interests and aspirations of young citizens. Second, it is time for a science curriculum oriented toward sociopolitical action. The author argues that if current social and environmental problems are to be solved, we need a generation of scientifically and politically literate citizens who are not content with the role of 'armchair critic'. A particular concern in North America is the link between science education, economic globalization, increasing production and unlimited expansion - a link that threatens the freedom of ind... read more read less

Topics:

Science education (62%)62% related to the paper, Scientific literacy (56%)56% related to the paper, Action research (53%)53% related to the paper, Socio-scientific issues (53%)53% related to the paper, Action (philosophy) (52%)52% related to the paper
750 Citations
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International Journal of Science Education format uses Taylor and Francis Custom Citation citation style.

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Frequently asked questions

1. Can I write International Journal of Science Education in LaTeX?

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

2. Do you follow the International Journal of Science Education guidelines?

Yes, the template is compliant with the International Journal of Science Education guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in International Journal of Science Education?

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 International Journal of Science Education citation style.

4. Can I use the International Journal of Science Education templates for free?

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 International Journal of Science Education.

5. Can I use a manuscript in International Journal of Science Education 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 International Journal of Science Education that you can download at the end.

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SciSpace's International Journal of Science Education 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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After writing your paper autoformatting in International Journal of Science Education, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is International Journal of Science Education'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 International Journal of Science Education?

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 International Journal of Science Education. 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 International Journal of Science Education?

The 5 most common citation types in order of usage for International Journal of Science Education are:.

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

15. How do I submit my article to the International Journal of Science Education?

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16. Can I download International Journal of Science Education in Endnote format?

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 International Journal of Science Education Endnote style according to Elsevier guidelines.

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