Scientists Reflect on Why They Chose to Study Science

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Cite
Venville, Grady, et al. “Scientists Reflect on Why They Chose to Study Science”. Research in Science Education, vol. 43, no. 6, 2013, pp. 2207-33, https://doi.org/10.1007/s11165-013-9352-3.
Venville, G., Rennie, L., Hanbury, C., & Longnecker, N. (2013). Scientists Reflect on Why They Chose to Study Science. Research in Science Education, 43(6), 2207-2233. https://doi.org/10.1007/s11165-013-9352-3
Venville, Grady, Léonie Rennie, Colin Hanbury, and Nancy Longnecker. “Scientists Reflect on Why They Chose to Study Science”. Research in Science Education 43, no. 6 (2013): 2207-33. https://doi.org/10.1007/s11165-013-9352-3.
Venville G, Rennie L, Hanbury C, Longnecker N. Scientists Reflect on Why They Chose to Study Science. Research in Science Education. 2013;43(6):2207-33.
Journal Categories
Education
Education
Theory and practice of education
Social Sciences
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Refrences
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10.1002/sce.20431

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Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science International Journal of Science Education
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A Multidimensional Scaling Analysis of Students’ Attitudes about Science Careers International Journal of Science Education
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Eyeballs in the Fridge: Sources of early interest in science International Journal of Science Education
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 291 2010
Citations
Title Journal Journal Categories Citations Publication Date
A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University

 International Journal of Science and Mathematics Education
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  • Education
  • Social Sciences
 2024
Exploring factors within an introductory course that influence students’ perception of chemistry

 Chemistry Education Research and Practice
  • Education: Education (General)
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 2024
Professors’ retrospective views on chemistry career choices with a focus on gender and academic stage aspects Sustainable Chemistry and Pharmacy 2023
STEM-oriented primary school children: participation in informal STEM programmes and career aspirations International Journal of Science Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 1 2023
Finnish parents’ science capital and its association with sociodemographic issues International Journal of Science Education, Part B
  • Education: Theory and practice of education
 2023
Citations Analysis
Category Category Repetition
Education: Theory and practice of education28
Education18
Social Sciences17
Education: Education (General)9
Philosophy. Psychology. Religion: Psychology2
Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry: Neurology. Diseases of the nervous system: Psychiatry2
Science: Physics1
Science: Chemistry: General. Including alchemy1
Science: Chemistry1
Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry1
Medicine: Medicine (General)1
Medicine: Internal medicine1
Technology: Engineering (General). Civil engineering (General)1
Education: Special aspects of education1
The category Education: Theory and practice of education 28 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Informal Science: Family Education, Experiences, and Initial Interest in Science and was published in 2015. The most recent citation comes from a 2024 study titled Exploring factors within an introductory course that influence students’ perception of chemistry. This article reached its peak citation in 2020, with 7 citations. It has been cited in 28 different journals, 25% of which are open access. Among related journals, the Research in Science Education cited this research the most, with 6 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year