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 32 Citations 7,783 99 World Ranking 5133 National Ranking 2564

Overview

What is he best known for?

The fields of study he is best known for:

  • Education
  • Social science
  • Law

Charles W. Anderson mainly investigates Mathematics education, Science education, Concept learning, Curriculum and Pedagogy. His Mathematics education study frequently involves adjacent topics like Rating scale. His study in the field of Scientific literacy is also linked to topics like Variation.

The concepts of his Concept learning study are interwoven with issues in Developmental psychology, Higher education and Environmental education. His studies deal with areas such as Science teaching, Science teachers, Conceptual framework and Conceptual change as well as Curriculum. In general Pedagogy study, his work on Teacher education often relates to the realm of Subject specific, Need to know, Coding system and Context, thereby connecting several areas of interest.

His most cited work include:

  • Student conceptions of natural selection and its role in evolution (597 citations)
  • FOCUS ARTICLE: Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory (320 citations)
  • Changing middle school students' conceptions of matter and molecules (280 citations)

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

Charles W. Anderson mainly focuses on Mathematics education, Science education, Pedagogy, Science instruction and Concept learning. In his study, Science teaching is inextricably linked to Curriculum, which falls within the broad field of Mathematics education. His Science education research incorporates themes from Curriculum development, Higher education, Educational research and Teacher education.

His work on Scientific literacy, Social science education and Cooperative learning as part of general Pedagogy study is frequently connected to Context and Process, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them. His research integrates issues of Knowledge level and Environmental education in his study of Scientific literacy. His research in Concept learning intersects with topics in Global warming, Scientific misconceptions and Developmental psychology.

He most often published in these fields:

  • Mathematics education (54.64%)
  • Science education (35.05%)
  • Pedagogy (32.99%)

What were the highlights of his more recent work (between 2013-2021)?

  • Mathematics education (54.64%)
  • Energy (10.31%)
  • Pedagogy (32.99%)

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

The scientist’s investigation covers issues in Mathematics education, Energy, Pedagogy, Science curriculum and Plant growth. His work on Science teachers, Science instruction and Concept learning as part of general Mathematics education study is frequently linked to Facet, therefore connecting diverse disciplines of science. His Concept learning study integrates concerns from other disciplines, such as Global warming, Climate change, Knowledge level and Thinking skills.

His work in the fields of Instructional design and Teacher preparation overlaps with other areas such as Multiple case and Cognitive reframing. He works mostly in the field of Construct, limiting it down to concerns involving Scientific modelling and, occasionally, Science education. In his study, which falls under the umbrella issue of Science education, Next Generation Science Standards is strongly linked to Teacher education.

Between 2013 and 2021, his most popular works were:

  • Supporting Preservice Science Teachers' Ability to Attend and Respond to Student Thinking by Design (25 citations)
  • Developing learning progression-based teacher knowledge measures (25 citations)
  • Designing educational systems to support enactment of the Next Generation Science Standards (23 citations)

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

  • Education
  • Social science
  • Law

His primary areas of study are Mathematics education, Energy, Science teachers, Next Generation Science Standards and Educational systems. His Mathematics education study frequently draws parallels with other fields, such as Energy conservation. His Energy research overlaps with Process, Professional development, Teaching method, Science curriculum and Plant growth.

His Science teachers research includes elements of Learning opportunities, Argument, Qualitative research and Instructional design. Next Generation Science Standards is the subject of his research, which falls under Science education. His work carried out in the field of Educational systems brings together such families of science as Academic standards and Teacher education.

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

Student conceptions of natural selection and its role in evolution

Beth A. Bishop;Charles W. Anderson.
Journal of Research in Science Teaching (1990)

1169 Citations

FOCUS ARTICLE: Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory

Carol L. Smith;Marianne Wiser;Charles W. Anderson;Joseph Krajcik.
Measurement: Interdisciplinary Research & Perspective (2006)

612 Citations

WHY STAYING ONE CHAPTER AHEAD DOESN'T REALLY WORK: SUBJECT-SPECIFIC PEDAGOGY

G. Williamson McDiarmid;Deborah Loewenberg Ball;Charles W. Anderson.
(1989)

571 Citations

Changing middle school students' conceptions of matter and molecules

Okhee Lee;David C. Eichinger;Charles W. Anderson;Glenn D. Berkheimer.
Journal of Research in Science Teaching (1993)

518 Citations

Developing a multi-year learning progression for carbon cycling in socio-ecological systems

Lindsey Mohan;Jing Chen;Charles W. Anderson.
Journal of Research in Science Teaching (2009)

461 Citations

Teaching strategies associated with conceptual change learning in Science

Edward L. Smith;Theron D. Blakeslee;Charles W. Anderson.
Journal of Research in Science Teaching (1993)

388 Citations

Students' conceptions of chemical change

Joseph J. Hesse;Charles W. Anderson.
Journal of Research in Science Teaching (1992)

369 Citations

Relationships Between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes

Carolyn M. Evertson;Charles W. Anderson;Linda M. Anderson;Jere E. Brophy.
American Educational Research Journal (1980)

363 Citations

The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis

Charles W. Anderson;Theresa H. Sheldon;Joann Dubay.
Journal of Research in Science Teaching (1990)

331 Citations

Task Engagement and Conceptual Change in Middle School Science Classrooms

Okhee Lee;Charles W. Anderson.
American Educational Research Journal (1993)

280 Citations

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