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Mendeley readers
Chapter title |
The Role of Argument: Learning How to Learn in School Science
|
---|---|
Chapter number | 62 |
Book title |
Second International Handbook of Science Education
|
Published by |
Springer, Dordrecht, January 2012
|
DOI | 10.1007/978-1-4020-9041-7_62 |
Book ISBNs |
978-1-4020-9040-0, 978-1-4020-9041-7
|
Authors |
Jonathan Osborne |
Mendeley readers
The data shown below were compiled from readership statistics for 24 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 1 | 4% |
Unknown | 23 | 96% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 5 | 21% |
Student > Ph. D. Student | 5 | 21% |
Student > Doctoral Student | 3 | 13% |
Researcher | 3 | 13% |
Professor > Associate Professor | 2 | 8% |
Other | 4 | 17% |
Unknown | 2 | 8% |
Readers by discipline | Count | As % |
---|---|---|
Social Sciences | 10 | 42% |
Biochemistry, Genetics and Molecular Biology | 3 | 13% |
Chemistry | 2 | 8% |
Arts and Humanities | 1 | 4% |
Mathematics | 1 | 4% |
Other | 4 | 17% |
Unknown | 3 | 13% |