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Mendeley readers
| Chapter title |
Why Do Science Teachers Teach the Way They Do and How Can They Improve Practice?
|
|---|---|
| Chapter number | 13 |
| Book title |
Metaphor and Analogy in Science Education
|
| Published by |
Springer, Dordrecht, January 2006
|
| DOI | 10.1007/1-4020-3830-5_13 |
| Book ISBNs |
978-1-4020-3829-7, 978-1-4020-3830-3
|
| Authors |
Kenneth Tobin |
Mendeley readers
The data shown below were compiled from readership statistics for 39 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 2 | 5% |
| Australia | 1 | 3% |
| Unknown | 36 | 92% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 8 | 21% |
| Other | 5 | 13% |
| Researcher | 5 | 13% |
| Student > Master | 4 | 10% |
| Professor | 3 | 8% |
| Other | 10 | 26% |
| Unknown | 4 | 10% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 18 | 46% |
| Agricultural and Biological Sciences | 3 | 8% |
| Psychology | 2 | 5% |
| Chemistry | 2 | 5% |
| Physics and Astronomy | 2 | 5% |
| Other | 6 | 15% |
| Unknown | 6 | 15% |