D-Index & Metrics Best Publications

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Social Sciences and Humanities D-index 45 Citations 20,325 102 World Ranking 2072 National Ranking 1037

Research.com Recognitions

Awards & Achievements

2021 - Fellow of the American Educational Research Association

Overview

What is he best known for?

The fields of study he is best known for:

  • Artificial intelligence
  • Programming language
  • Curriculum

His primary areas of study are Teaching method, Science education, Context, Mathematics education and Computer-Assisted Instruction. His Teaching method research is multidisciplinary, incorporating elements of Knowledge management, Task, Goal orientation and Forcing. His biological study spans a wide range of topics, including Academic standards and Curriculum development, Curriculum.

His work carried out in the field of Mathematics education brings together such families of science as Working memory, Phenomenon, Sensemaking and Goal structure. His study focuses on the intersection of Computer-Assisted Instruction and fields such as Software with connections in the field of Human–computer interaction, Scaffold, Field and Face. His Human–computer interaction research includes elements of Bayesian Knowledge Tracing, Set and Cognitive tutor.

His most cited work include:

  • Intelligent Tutoring Systems (2924 citations)
  • Policy Implementation and Cognition: Reframing and Refocusing Implementation Research (1102 citations)
  • Visual images preserve metric spatial information: Evidence from studies of image scanning. (744 citations)

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

The scientist’s investigation covers issues in Mathematics education, Pedagogy, Science education, Human–computer interaction and Curriculum. His Mathematics education study incorporates themes from Context and Set. His Science education study integrates concerns from other disciplines, such as Teaching method and Teacher education.

Brian J. Reiser has researched Teaching method in several fields, including Computer-Assisted Instruction and Face. His Human–computer interaction research is multidisciplinary, relying on both Scaffold, TUTOR, Lisp, Artificial intelligence and Software. His work investigates the relationship between Lisp and topics such as Intelligent tutoring system that intersect with problems in Computer programming.

He most often published in these fields:

  • Mathematics education (33.66%)
  • Pedagogy (20.79%)
  • Science education (19.80%)

What were the highlights of his more recent work (between 2009-2020)?

  • Science education (19.80%)
  • Pedagogy (20.79%)
  • Mathematics education (33.66%)

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

His main research concerns Science education, Pedagogy, Mathematics education, Engineering ethics and Argumentation theory. His Science education research incorporates elements of Teacher education, Chemistry and Faculty development. His work on Curriculum and Next Generation Science Standards as part of general Pedagogy study is frequently connected to Discipline and Traditional knowledge, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them.

His studies in Curriculum integrate themes in fields like Structural equation modeling and Theme. His Mathematics education research incorporates themes from Class, Phenomenon, Sensemaking and Communication. In his study, which falls under the umbrella issue of Argumentation theory, Information Dissemination, Academic standards and Persuasion is strongly linked to Science instruction.

Between 2009 and 2020, his most popular works were:

  • Classroom communities' adaptations of the practice of scientific argumentation (161 citations)
  • Epistemologies in practice: Making scientific practices meaningful for students (161 citations)
  • A Framework for K-12 Science Education: Practices, crosscutting concepts, and core ideas: National Research Council, Board on Science Education, Division of Behavioral and Social Sciences and Education (105 citations)

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

  • Programming language
  • Artificial intelligence
  • Pedagogy

Brian J. Reiser mostly deals with Mathematics education, Science education, Pedagogy, Curriculum and Argumentation theory. In general Mathematics education study, his work on Educational psychology and Learning sciences often relates to the realm of Discipline and Coherence, thereby connecting several areas of interest. He frequently studies issues relating to Professional development and Science education.

His study in the field of Student engagement also crosses realms of Unit. Brian J. Reiser interconnects Educational technology, Professional learning community, Teacher education and Faculty development in the investigation of issues within Curriculum. Brian J. Reiser combines subjects such as Science instruction, Persuasion, Class, Phenomenon and Scientific misconceptions with his study of Argumentation theory.

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

Intelligent tutoring systems

John R. Anderson;C. Franklin Boyle;Brian J. Reiser.
Science (1985)

3003 Citations

Policy Implementation and Cognition: Reframing and Refocusing Implementation Research

James P Spillane;Brian J Reiser;Todd Reimer.
Review of Educational Research (2002)

2304 Citations

Visual images preserve metric spatial information: Evidence from studies of image scanning.

Stephen M. Kosslyn;Thomas M. Ball;Brian J. Reiser.
Journal of Experimental Psychology: Human Perception and Performance (1978)

1383 Citations

A Scaffolding Design Framework for Software to Support Science Inquiry

Chris Quintana;Brian J. Reiser;Elizabeth A. Davis;Joseph Krajcik.
The Journal of the Learning Sciences (2004)

1277 Citations

Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work

Brian J. Reiser.
The Journal of the Learning Sciences (2004)

1188 Citations

Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

Christina V. Schwarz;Brian J. Reiser;Elizabeth A. Davis;Lisa Kenyon.
Journal of Research in Science Teaching (2009)

1159 Citations

Explanation-Driven Inquiry: Integrating Conceptual and Epistemic Scaffolds for Scientific Inquiry

William A. Sandoval;Brian J. Reiser.
Science Education (2004)

908 Citations

Making sense of argumentation and explanation

Leema Kuhn Berland;Brian J. Reiser.
Science Education (2009)

858 Citations

Taking science to school: Learning and teaching science in grades K-8. Committee on Science Learning, Kindergarten through 8th grade: National Research Council, Board on Science Education, Division of Behavioral and Social Sciences and Education

Brian Reiser;Richard A. Duschl;Heidi A. Schweingruber;Andrew W. Shouse.
(2007)

684 Citations

Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy

Joseph Krajcik;Katherine L. McNeill;Brian J. Reiser.
Science Education (2008)

517 Citations

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