1109-4028
Published by: Royal Society of Chemistry
https://www.rsc.org/journals-books-databases/about-journals/chemistry-education-research-practice/
| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 559 | 10 | 21 | 9 |
Chemistry Education Research and Practice mainly deals with areas of study such as Mathematics education, Chemistry (relationship), Teaching method, Chemistry education and Pedagogy. Some problems in Mathematics education that were presented in Chemistry Education Research and Practice overlapped with concepts under Context (language use) and Curriculum. The discussions emphasized the topic of Chemistry (relationship) in an attempt to further explore the field of Epistemology.
Topics in Teaching method were tackled in line with various other fields like Class (computer programming) and Educational technology. Chemistry Education Research and Practice connects research in Chemistry education with the related topic of Engineering ethics. Most of the Pedagogy studies addressed also intersect with Semi-structured interview.
The published papers facilitate discussions on Mathematics education, Chemistry (relationship), Teaching method, Chemistry education and Pedagogy. Aside from discussions in Mathematics education, the most cited papers also deal with the subject of Test (assessment) which intersects with Conceptual change disciplines. Issues in Chemistry (relationship) were discussed in the journal articles, taking into consideration concepts from other disciplines like Context (language use), Multimedia, Work (electrical), Concept learning and Organic chemistry.
Chemistry Education Research and Practice is mainly concerned with subjects like Mathematics education, Chemistry (relationship), Chemistry education, Context (language use) and Curriculum. Topics in Mathematics education explored in the journal were investigated in conjunction with research in Qualitative research, Construct (philosophy) and Professional development. It facilitates the exploration of Chemistry (relationship) in relation to the field of Perspective (graphical).
Chemistry education research presented in the journal encompasses a variety of subjects, including Scientific reasoning and Engineering ethics. Chemistry Education Research and Practice focuses on Context (language use) but the discussions also offer insight into other areas such as Epistemology and Data collection. The research on Curriculum tackled can also make contributions to studies in the areas of Psychological intervention and Work (electrical).
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Chemistry Education Research and Practice (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Chemistry Education Research and Practice (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 6.58% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 30.99% were posted by at least one author from the top 10 institutions publishing in the journal. Another 9.86% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 22.54% of all publications and 36.62% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
With its diverse range of study areas, a career in the field of Chemistry Education Research and Practice presents numerous opportunities to utilize your skills and contribute to the advancement of knowledge. As an educational specialist in Chemistry, your work can involve exploring intricate relationships in Chemistry, employing innovative teaching methods, focusing on pedagogical research or even proposing novel curriculum contents. Your passion for the discipline can lead you to opportunities in research institutions, academia, educational consulting and even in emerging sectors like EdTech. Many education researchers and practitioners start their careers by earning relevant graduate degrees and certifications. For instance, becoming a Licensed Professional Counselor (LPC) can open doors to more specialized roles in educational intervention and student counseling. You can learn more about how to become an LPC from our detailed guide on LPC requirements in South. In a specialized research field like Chemistry Education Research and Practice, continuous professional development plays a crucial role. This can involve attending or contributing to scientific journals, participating in relevant conferences, or pursuing additional certifications. Remember, each career trajectory is unique and depends on your personal interests, skills, and goals. So, explore, dive deep, and carve your unique path in the fascinating world of Chemistry Education Research and Practice!
Shirly Avargil;Zehavit Kohen;Yehudit Judy Dori;Yehudit Judy Dori
(2020)Zehavit Kohen;Orit Herscovitz;Yehudit Judy Dori
(2020)Marina Tal;Orit Herscovitz;Yehudit Judy Dori
(2021)Johannes Vogelzang;Wilfried F. Admiraal;Jan H. van Driel
(2020)Johannes Vogelzang;Wilfried F. Admiraal;Jan H. Van Driel
(2020)Erin M. Duffy;Melanie M. Cooper
(2020)Max R Helix;Laleh E Cote;Christiane N Stachl;Marcia C. Linn
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