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Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice

Overview of attention for article published in Journal of Science Teacher Education, February 2017
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About this Attention Score

  • Average Attention Score compared to outputs of the same age

Mentioned by

twitter
1 tweeter

Citations

dimensions_citation
30 Dimensions

Readers on

mendeley
69 Mendeley
Title
Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice
Published in
Journal of Science Teacher Education, February 2017
DOI 10.1007/s10972-010-9224-x
Authors

Gregory T. Rushton, Christine Lotter, Jonathan Singer

Twitter Demographics

The data shown below were collected from the profile of 1 tweeter who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 69 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 3 4%
Hong Kong 1 1%
Turkey 1 1%
Germany 1 1%
United Kingdom 1 1%
Spain 1 1%
Portugal 1 1%
Unknown 60 87%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 16 23%
Student > Master 14 20%
Lecturer 7 10%
Student > Doctoral Student 7 10%
Researcher 5 7%
Other 17 25%
Unknown 3 4%
Readers by discipline Count As %
Social Sciences 38 55%
Chemistry 8 12%
Engineering 3 4%
Arts and Humanities 3 4%
Physics and Astronomy 2 3%
Other 10 14%
Unknown 5 7%

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 31 August 2016.
All research outputs
#7,716,970
of 12,342,998 outputs
Outputs from Journal of Science Teacher Education
#131
of 224 outputs
Outputs of similar age
#145,641
of 263,683 outputs
Outputs of similar age from Journal of Science Teacher Education
#4
of 5 outputs
Altmetric has tracked 12,342,998 research outputs across all sources so far. This one is in the 23rd percentile – i.e., 23% of other outputs scored the same or lower than it.
So far Altmetric has tracked 224 research outputs from this source. They receive a mean Attention Score of 2.6. This one is in the 22nd percentile – i.e., 22% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 263,683 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 35th percentile – i.e., 35% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 5 others from the same source and published within six weeks on either side of this one.