| Title |
Science identity and metacognitive development in undergraduate mentor-teachers
|
|---|---|
| Published in |
International Journal of STEM Education, July 2020
|
| DOI | 10.1186/s40594-020-00231-6 |
| Authors |
Hannah Huvard, Robert M. Talbot, Hillary Mason, Amreen Nasim Thompson, Michael Ferrara, Bryan Wee |
Mendeley readers
The data shown below were compiled from readership statistics for 134 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 134 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Lecturer | 16 | 12% |
| Student > Master | 14 | 10% |
| Student > Ph. D. Student | 11 | 8% |
| Unspecified | 7 | 5% |
| Professor | 7 | 5% |
| Other | 25 | 19% |
| Unknown | 54 | 40% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 21 | 16% |
| Unspecified | 7 | 5% |
| Mathematics | 6 | 4% |
| Chemistry | 6 | 4% |
| Arts and Humanities | 5 | 4% |
| Other | 32 | 24% |
| Unknown | 57 | 43% |