H-Index & Metrics Best Publications

H-Index & Metrics

Discipline name H-index Citations Publications World Ranking National Ranking
Social Sciences and Humanities D-index 46 Citations 17,722 124 World Ranking 1590 National Ranking 7

Overview

What is he best known for?

The fields of study he is best known for:

  • Education
  • Pedagogy
  • Mathematics education

His main research concerns Mathematics education, Science education, Chemistry, Pedagogy and Context. His research in the fields of Learning environment, Teaching method and Learning sciences overlaps with other disciplines such as Process. His Teaching method research focuses on Construct and how it relates to Social relation and Medical education.

His work in the fields of Science education, such as Science, technology, society and environment education, intersects with other areas such as Work and Metacognition. His research in Science, technology, society and environment education tackles topics such as Social science education which are related to areas like Science communication. His work in the fields of Secondary education, Literacy and Critical literacy overlaps with other areas such as Internet resources.

His most cited work include:

  • The Laboratory in Science Education: Foundations for the Twenty-First Century (1410 citations)
  • The Role of the Laboratory in Science Teaching: Neglected Aspects of Research (634 citations)
  • Inquiry in science education: International perspectives (458 citations)

What are the main themes of his work throughout his whole career to date?

Avi Hofstein mainly focuses on Mathematics education, Science education, Chemistry, Pedagogy and Chemistry education. In the subject of general Mathematics education, his work in Teaching method and Learning environment is often linked to Context, thereby combining diverse domains of study. His research investigates the link between Science education and topics such as Secondary education that cross with problems in Science instruction.

His work deals with themes such as Content knowledge and Science teaching, which intersect with Chemistry. His work on Science teachers, Scientific literacy, Faculty development and Curriculum development as part of general Pedagogy study is frequently linked to Political science, bridging the gap between disciplines. His study on Chemistry curriculum is often connected to Industrial chemistry as part of broader study in Chemistry education.

He most often published in these fields:

  • Mathematics education (70.29%)
  • Science education (64.49%)
  • Chemistry (41.30%)

What were the highlights of his more recent work (between 2010-2020)?

  • Mathematics education (70.29%)
  • Science education (64.49%)
  • Chemistry (41.30%)

In recent papers he was focusing on the following fields of study:

Avi Hofstein mostly deals with Mathematics education, Science education, Chemistry, Pedagogy and Chemistry education. Avi Hofstein has researched Mathematics education in several fields, including Curriculum and Argumentation theory. His Scientific literacy and Science, technology, society and environment education study in the realm of Science education interacts with subjects such as Raising and Relevance.

His studies in Chemistry integrate themes in fields like Continuing professional development and Sociology of scientific knowledge. The Teaching method and Content knowledge research Avi Hofstein does as part of his general Pedagogy study is frequently linked to other disciplines of science, such as Political science and Conceptual structure, therefore creating a link between diverse domains of science. In the field of Chemistry education, his study on Chemistry curriculum overlaps with subjects such as Engineering ethics, Theory to practice and Likert scale.

Between 2010 and 2020, his most popular works were:

  • The meaning of ‘relevance’ in science education and its implications for the science curriculum (186 citations)
  • SOCIETAL ISSUES AND THEIR IMPORTANCE FOR CONTEMPORARY SCIENCE EDUCATION—A PEDAGOGICAL JUSTIFICATION AND THE STATE-OF-THE-ART IN ISRAEL, GERMANY, AND THE USA (156 citations)
  • Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments (66 citations)

In his most recent research, the most cited papers focused on:

  • Education
  • Pedagogy
  • Social science

His primary scientific interests are in Science education, Mathematics education, Chemistry, Pedagogy and Chemistry education. His Science education research integrates issues from Argumentation theory and Curriculum. Avi Hofstein combines subjects such as Construct and State of affairs with his study of Argumentation theory.

Avi Hofstein interconnects Science, technology, society and environment education and Social science education in the investigation of issues within Curriculum. His research in Pedagogy intersects with topics in Environmental ethics and Humanities. In the subject of general Chemistry education, his work in Chemistry curriculum is often linked to Mode and Natural, thereby combining diverse domains of study.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

The Laboratory in Science Education: Foundations for the Twenty-First Century

Avi Hofstein;Vincent N. Lunetta.
Science Education (2004)

3184 Citations

The Role of the Laboratory in Science Teaching: Neglected Aspects of Research

Avi Hofstein;Vincent N. Lunetta.
Review of Educational Research (1982)

1505 Citations

Inquiry in science education: International perspectives

Fouad Abd-El-Khalick;Saouma Boujaoude;Richard Duschl;Norman G. Lederman.
Science Education (2004)

1134 Citations

Factors that influence learning during a scientific field trip in a natural environment

Nir Orion;Avi Hofstein.
Journal of Research in Science Teaching (1994)

864 Citations

The laboratory in science education: the state of the art

Avi Hofstein;Rachel Mamlok-Naaman.
Chemistry Education Research and Practice (2007)

659 Citations

Bridging the Gap Between Formal and Informal Science Learning

Avi Hofstein;Sherman Rosenfeld.
Studies in Science Education (1996)

601 Citations

Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories

Avi Hofstein;Oshrit Navon;Mira Kipnis;Rachel Mamlok-Naaman.
Journal of Research in Science Teaching (2005)

540 Citations

THE LABORATORY IN CHEMISTRY EDUCATION: THIRTY YEARS OF EXPERIENCE WITH DEVELOPMENTS, IMPLEMENTATION, AND RESEARCH

Avi Hofstein.
Chemistry Education Research and Practice (2004)

495 Citations

The meaning of ‘relevance’ in science education and its implications for the science curriculum

Marc Stuckey;Avi Hofstein;Rachel Mamlok-Naaman;Ingo Eilks.
Studies in Science Education (2013)

416 Citations

SOCIETAL ISSUES AND THEIR IMPORTANCE FOR CONTEMPORARY SCIENCE EDUCATION—A PEDAGOGICAL JUSTIFICATION AND THE STATE-OF-THE-ART IN ISRAEL, GERMANY, AND THE USA

Avi Hofstein;Ingo Eilks;Rodger Bybee.
International Journal of Science and Mathematics Education (2011)

315 Citations

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