| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 568 | 9 | 11 | 9 |
The topics of Science education, Pedagogy, Mathematics education, Science, technology, society and environment education and Higher education are the focal point of discussions in Studies in Science Education. Social science education is the primary subject of Science education works presented in Studies in Science Education. Studies in Science Education connects the study in Pedagogy with the closely related area of Education theory.
It tackles issues in Mathematics education, particularly in the topics of Learning sciences, Science instruction, Educational technology, Science teachers and Learning theory. The journal encompasses Learning sciences studies in the context of Experiential learning as a whole. Science, technology, society and environment education research featured in Studies in Science Education incorporates concerns from various other topics such as Social science, Engineering ethics and Science communication.
The Higher education study tackling the subject of Education is the focus of Studies in Science Education. Topics in Comparative education were tackled in line with various other fields like Education reform, Economics education and Education policy. Curriculum mapping is a major topic of Curriculum research.
The most cited publications investigate areas of study like Science education, Pedagogy, Mathematics education, Science, technology, society and environment education and Social science education. The most cited articles explore issues in Science education which can be linked to other research areas like Active learning, Higher education, Education theory, Educational research and Epistemology. The journal articles explore research in Work (electrical) and overlapping concepts in Meaningful learning to expand the discourse in Mathematics education.
The journal investigates areas of study like Mathematics education, Science education, Science teachers, Systematic review and Engineering ethics. Topics like Science instruction, Student learning, Active learning, Flipped classroom and Instructional theory are tackled as part of the discussions on Mathematics education. Science instruction research presented in Studies in Science Education encompasses a variety of subjects, including Situational ethics, Construct (philosophy), Cognition and Formative assessment.
While the journal focused on Science education, it was also able to explore topics like Bibliometrics and Inclusion (education). The research on Science teachers featured in it combines topics in other fields like Visualization, Learning theory and Learning sciences. The studies in Engineering ethics featured incorporate elements of Context (language use), Human biology, Empirical research and Morality.
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 Studies in Science Education (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 Studies in Science Education (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, 0.00% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 20.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 13.33% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 13.33% of all publications and 53.33% 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.
Aside from the realms of Science Education and Pedagogy, another field that contributors to this journal may be interested to explore and possibly build a career in, is the realm of Counseling. Particularly, becoming a Licensed Professional Counselor or LPC is an option worthy of consideration.
For those situated in Montana, or those who are considering a move to this location, our guide on Getting counseling license in Montana provides comprehensive information on the requirements, process, and prospects of becoming an LPC in the state. This could be a beneficial read for those looking to combine their passion in Science Education and Counseling in a meaningful way.
Though different from the fields primarily discussed in this journal, the role of an LPC can complement and expand upon the expertise and impact of educators and researchers involved in Science Education. With the growing emphasis on holistic learning and the integration of mental health in educational settings, possessing knowledge and skills in Counseling can definitely enhance one’s professional portfolio and influence in the world of education.
Kennedy Kam Ho Chan;Lihua Xu;Rebecca Cooper;Amanda Berry
(2021)Hsin Yi Chang;Tzung Jin Lin;Min Hsien Lee;Silvia Wen Yu Lee
(2020)Patrice Potvin;Lucian Nenciovici;Guillaume Malenfant-Robichaud;François Thibault
(2020)Doris Holzberger;Sarah Reinhold;Oliver Lüdtke;Tina Seidel
(2020)Elizabeth A.C. Rushton;Michael J. Reiss
(2021)Kathleen A. Weiss;Mark A. McDermott;Brian Hand
(2021)Tore Van Der Leij;Lucy Avraamidou;Arjen Wals;Martin Goedhart
(2021)Russell Tytler
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