H-Index & Metrics Best Publications

H-Index & Metrics

Discipline name H-index Citations Publications World Ranking National Ranking
Social Sciences and Humanities D-index 63 Citations 28,790 252 World Ranking 473 National Ranking 16

Overview

What is he best known for?

The fields of study he is best known for:

  • Law
  • Social science
  • Artificial intelligence

His primary scientific interests are in Collaborative learning, Computer-supported collaborative learning, Knowledge management, Cooperative learning and Public administration. His Collaborative learning study combines topics from a wide range of disciplines, such as Educational psychology, Human–computer interaction, Peer assessment, Kaleidoscope and Peer review. The Knowledge management study combines topics in areas such as Man machine interaction, Social psychology and Point.

His work carried out in the field of Cooperative learning brings together such families of science as Computer-mediated communication, Educational technology, Educational research and Multimedia. His Public administration research is multidisciplinary, relying on both Politics, Technocracy, Policy studies, Public policy and Mainstream. In his work, Epistemology, Hierarchy and Citizen journalism is strongly intertwined with Policy analysis, which is a subfield of Policy studies.

His most cited work include:

  • Reframing Public Policy: Discursive Politics and Deliberative Practices (1647 citations)
  • The Argumentative Turn in Policy Analysis and Planning (1171 citations)
  • Citizens, Experts, and the Environment: The Politics of Local Knowledge (1054 citations)

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

His scientific interests lie mostly in Collaborative learning, Mathematics education, Knowledge management, Argumentation theory and Computer-supported collaborative learning. The concepts of his Collaborative learning study are interwoven with issues in Cooperative learning, Multimedia, Educational psychology and Human–computer interaction. His work in Cooperative learning is not limited to one particular discipline; it also encompasses Educational technology.

His research investigates the connection with Educational technology and areas like Experiential learning which intersect with concerns in Active learning. His research in Mathematics education is mostly focused on Learning sciences. His Argumentation theory study incorporates themes from Domain, Scientific reasoning and Argumentative.

He most often published in these fields:

  • Collaborative learning (17.38%)
  • Mathematics education (12.59%)
  • Knowledge management (12.59%)

What were the highlights of his more recent work (between 2015-2021)?

  • Mathematics education (12.59%)
  • Argumentation theory (11.84%)
  • Scientific reasoning (3.53%)

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

The scientist’s investigation covers issues in Mathematics education, Argumentation theory, Scientific reasoning, Teacher education and Human–computer interaction. His work on Argumentation theory is being expanded to include thematically relevant topics such as Social science. His research in Scientific reasoning intersects with topics in Domain, Cognitive science, Pre service and Logical reasoning.

Frank Fischer has included themes like Annotation, Higher education, Conceptual framework and Medical education in his Teacher education study. His Collaborative learning study frequently draws connections to adjacent fields such as Cooperative learning. His Cooperative learning research integrates issues from Epistemology, Dialogic, Educational technology and Criticism.

Between 2015 and 2021, his most popular works were:

  • Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis (78 citations)
  • Deliberative Policy Analysis as Practical Reason: Integrating Empirical and Normative Arguments (41 citations)
  • When Coding-and-Counting Is Not Enough: Using Epistemic Network Analysis (ENA) to Analyze Verbal Data in CSCL Research. (28 citations)

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

  • Law
  • Social science
  • Artificial intelligence

His primary areas of study are Mathematics education, Argumentation theory, Higher education, Collaborative learning and Cooperative learning. His studies deal with areas such as Domain, Policy studies, Scientific reasoning, Deliberation and Focus as well as Argumentation theory. His biological study spans a wide range of topics, including Social influence, Discourse analysis, Coding and Educational psychology.

His Cooperative learning research incorporates elements of Epistemology, Dialogic, Educational technology and Criticism. Frank Fischer interconnects Computer-supported collaborative learning, Instructional design and Argumentative in the investigation of issues within Dialogic. As a part of the same scientific study, Frank Fischer usually deals with the Criticism, concentrating on Situational ethics and frequently concerns with Knowledge management.

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 Argumentative Turn in Policy Analysis and Planning

Frank Fischer;John Forester;Maarten A. Hajer;Robert Hoppe.
(1993)

2950 Citations

Reframing Public Policy: Discursive Politics and Deliberative Practices

Frank Fischer.
(2003)

2713 Citations

Citizens, Experts, and the Environment: The Politics of Local Knowledge

Frank Fischer.
(2000)

1653 Citations

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Armin Weinberger;Frank Fischer.
Computers in Education (2006)

1025 Citations

Technocracy and the Politics of Expertise.

Wolf Heydebrand;Frank Fischer.
Contemporary Sociology (1991)

744 Citations

Help Seeking and Help Design in Interactive Learning Environments

Vincent Aleven;Elmar Stahl;Silke Schworm;Frank Fischer.
Review of Educational Research (2003)

727 Citations

Collaboration Scripts--A Conceptual Analysis.

Ingo Kollar;Frank Fischer;Friedrich W. Hesse.
Educational Psychology Review (2006)

646 Citations

Fostering collaborative knowledge construction with visualization tools

Frank Fischer;Johannes Bruhn;Cornelia Gräsel;Heinz Mandl.
Learning and Instruction (2002)

600 Citations

Epistemic and Social Scripts in Computer-Supported Collaborative Learning.

Armin Weinberger;Bernhard Ertl;Frank Fischer;Heinz Mandl.
Instructional Science (2005)

583 Citations

The Evolution of Research on Computer-Supported Collaborative Learning

Pierre Dillenbourg;Sanna Järvelä;Frank Fischer.
Technology enhanced learning: Principles and Products (2009)

580 Citations

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