| Title |
Keith S. Taber: Progressing Science Education: Constructing the Scientific Research Programme into the Contingent Nature of Learning Science
|
|---|---|
| Published in |
Science & Education, November 2011
|
| DOI | 10.1007/s11191-011-9411-y |
| Authors |
Richard Duschl |
Mendeley readers
The data shown below were compiled from readership statistics for 14 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 14 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 3 | 21% |
| Professor > Associate Professor | 3 | 21% |
| Lecturer | 3 | 21% |
| Student > Doctoral Student | 1 | 7% |
| Unknown | 4 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 4 | 29% |
| Chemistry | 2 | 14% |
| Computer Science | 1 | 7% |
| Psychology | 1 | 7% |
| Philosophy | 1 | 7% |
| Other | 0 | 0% |
| Unknown | 5 | 36% |