2021年最新SCI期刊影响因子查询系统
INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 期刊详细信息
基本信息
期刊名称 | INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION |
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期刊ISSN | 0957-7572 |
期刊官方网站 | http://www.springer.com/education+%26+language/learning+%26+instruction/journal/10798 |
是否OA | 否 |
出版商 | Springer Netherlands |
出版周期 | Tri-annual |
始发年份 | |
年文章数 | 54 |
最新影响因子 | 1.781(2021) |
中科院SCI期刊分区
大类学科 | 小类学科 | Top | 综述 |
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工程技术4区 | EDUCATION, SCIENTIFIC DISCIPLINES 学科教育4区 | 否 | 否 |
ENGINEERING, MULTIDISCIPLINARY 工程:综合4区 |
CiteScore
CiteScore排名 | CiteScore | SJR | SNIP | ||
---|---|---|---|---|---|
学科 | 排名 | 百分位 | 2.13 | 0.563 | 1.669 |
Engineering General Engineering |
52 / 275 | 81% |
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Social Sciences Education |
155 / 1040 | 84% |
补充信息
自引率 | 33.00% |
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H-index | 26 |
SCI收录状况 |
Science Citation Index Expanded |
官方审稿时间 | |
网友分享审稿时间 | 数据统计中,敬请期待。 |
PubMed Central (PML) | http://www.ncbi.nlm.nih.gov/nlmcatalog?term=0957-7572%5BISSN%5D |
投稿指南
期刊投稿网址 | http://www.editorialmanager.com/itde/default.aspx |
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收稿范围 | The International Journal of Technology and Design Education seeks to encourage research and scholarly writing about any aspect of technology and design education. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures, such as those derived from historical, philosophical, sociological or psychological studies of technology or design, in order to address issues of concern to technology and design education. One of the most significant developments of recent years has been the emergence of technology and design education as an integral part of general education in many parts of the world. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of `knowledge in action', of `doing' as well as `understanding'. However, teaching technology and design as a component of general education is an emergent, rather than an established, practice and many questions remain to be answered. In addition to issues about the nature of technology itself, little is known about students' learning and teachers' understandings of technology and about what it means to become more technologically capable. There are important issues about the preparation of technology teachers, the assessment of technological competence and the relationship of technology to other curriculum elements, notably science. There are also significant policy questions relating to the practice and rationale of curriculum change. |
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