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Mendeley readers
| Title |
A Self-Study of the Role of Technology in Promoting Reflection and Inquiry-Based Science Teaching
|
|---|---|
| Published in |
Journal of Science Teacher Education, March 2017
|
| DOI | 10.1007/s10972-007-9041-z |
| Authors |
Brenda M. Capobianco |
Mendeley readers
The data shown below were compiled from readership statistics for 63 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 3% |
| Australia | 1 | 2% |
| Hong Kong | 1 | 2% |
| Canada | 1 | 2% |
| Brazil | 1 | 2% |
| Unknown | 57 | 90% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 19 | 30% |
| Student > Ph. D. Student | 14 | 22% |
| Student > Doctoral Student | 5 | 8% |
| Researcher | 4 | 6% |
| Lecturer | 4 | 6% |
| Other | 8 | 13% |
| Unknown | 9 | 14% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 32 | 51% |
| Arts and Humanities | 6 | 10% |
| Chemistry | 4 | 6% |
| Engineering | 3 | 5% |
| Computer Science | 2 | 3% |
| Other | 6 | 10% |
| Unknown | 10 | 16% |