D-Index & Metrics Best Publications

D-Index & Metrics

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 51 Citations 13,443 119 World Ranking 1183 National Ranking 86

Overview

What is he best known for?

The fields of study he is best known for:

  • Pedagogy
  • Mathematics education
  • Curriculum

Jan H. van Driel mainly investigates Pedagogy, Mathematics education, Science education, Teacher education and Content knowledge. All of his Pedagogy and Professional development and Curriculum development investigations are sub-components of the entire Pedagogy study. His Mathematics education research incorporates themes from Curriculum and Chemistry.

As part of his studies on Science education, Jan H. van Driel often connects relevant areas like Chemistry education. His biological study spans a wide range of topics, including Teaching method, Teaching and learning center, Personal knowledge management and Primary science. His research integrates issues of Science teachers and Professional knowledge in his study of Content knowledge.

His most cited work include:

  • Developing science teachers' pedagogical content knowledge (865 citations)
  • Professional development and reform in science education: The role of teachers' practical knowledge (717 citations)
  • Teacher knowledge and the knowledge base of teaching (391 citations)

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

Jan H. van Driel spends much of his time researching Mathematics education, Pedagogy, Science education, Teaching method and Teacher education. His studies in Mathematics education integrate themes in fields like Chemistry education, Chemistry, Curriculum and Perception. Professional development, Content knowledge, Educational research, Professional learning community and Faculty development are the subjects of his Pedagogy studies.

His Science education research is multidisciplinary, relying on both Concept learning and Syllabus. His Teaching method research includes elements of Learning sciences and Student teacher. His research in Teacher education intersects with topics in Descriptive knowledge and Knowledge base.

He most often published in these fields:

  • Mathematics education (61.87%)
  • Pedagogy (46.76%)
  • Science education (30.94%)

What were the highlights of his more recent work (between 2017-2021)?

  • Mathematics education (61.87%)
  • Science education (30.94%)
  • Teaching method (24.46%)

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

His primary scientific interests are in Mathematics education, Science education, Teaching method, Quality and Pedagogy. He combines Mathematics education and Disengagement theory in his research. His Science education study frequently links to related topics such as Teacher education.

His Teaching method research incorporates elements of Undergraduate research and Perception. His research integrates issues of Student engagement, Curriculum development, Standardized test and Student perceptions in his study of Undergraduate research. His work carried out in the field of Professional development brings together such families of science as Cooperative learning and Active learning.

Between 2017 and 2021, his most popular works were:

  • The Refined Consensus Model of Pedagogical Content Knowledge in Science Education (49 citations)
  • Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance (41 citations)
  • The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (25 citations)

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

  • Pedagogy
  • Mathematics education
  • Curriculum

Jan H. van Driel mostly deals with Mathematics education, Teaching method, Undergraduate research, Peer feedback and Academic writing. His Mathematics education study combines topics from a wide range of disciplines, such as Pedagogy and Talent development. His work on Professional studies, Professional learning community and Faculty development as part of general Pedagogy study is frequently connected to Variation and Semi-structured interview, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them.

The Teaching method study combines topics in areas such as Curriculum development, Curriculum and Perception. His Undergraduate research research integrates issues from Student research, Learning environment and Standardized test. The concepts of his Science education study are interwoven with issues in Content knowledge 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

Developing science teachers' pedagogical content knowledge

Jan H. van Driel;Nico Verloop;Wobbe de Vos.
Journal of Research in Science Teaching (1998)

1826 Citations

Professional development and reform in science education: The role of teachers' practical knowledge

Jan H. van Driel;Douwe Beijaard;Nico Verloop.
Journal of Research in Science Teaching (2001)

1584 Citations

Teacher knowledge and the knowledge base of teaching

Nico Verloop;Jan Van Driel;Paulien Meijer.
International Journal of Educational Research (2001)

963 Citations

The Development of Preservice Chemistry Teachers' Pedagogical Content Knowledge

Jan H. Van Driel;Onno De Jong;Nico Verloop.
Science Education (2002)

586 Citations

Teacher Professional Development Focusing on Pedagogical Content Knowledge

Jan H van Driel;Amanda Kaye Berry.
Educational Researcher (2012)

577 Citations

Teachers' Knowledge of Models and Modelling in Science.

Jan H. Van Driel;Nico Verloop.
International Journal of Science Education (1999)

483 Citations

Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry

Onno De Jong;Jan H. Van Driel;Nico Verloop.
Journal of Research in Science Teaching (2005)

381 Citations

Taking a Closer Look at Science Teaching Orientations.

Patrica Friedrichsen;Jan H. Van Driel;Sandra K. Abell.
Science Education (2011)

366 Citations

Experienced teachers' knowledge of teaching and learning of models and modelling in science education

Jan H. Van Driel;Nico Verloop.
International Journal of Science Education (2002)

300 Citations

Revisiting the Roots of Pedagogical Content Knowledge

Amanda Kaye Berry;Jeffrey John Loughran;Jan H van Driel.
International Journal of Science Education (2008)

283 Citations

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Best Scientists Citing Jan H. van Driel

David F. Treagust

David F. Treagust

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Nico Verloop

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Joke Voogt

Joke Voogt

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Elizabeth A. Davis

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Susan McKenney

Susan McKenney

University of Twente

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Jan D. Vermunt

Jan D. Vermunt

Eindhoven University of Technology

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Charles Henderson

Charles Henderson

Western Michigan University

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Douwe Beijaard

Douwe Beijaard

Eindhoven University of Technology

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John K. Gilbert

John K. Gilbert

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Monique Volman

Monique Volman

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Yehudit Judy Dori

Yehudit Judy Dori

Technion – Israel Institute of Technology

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Theo Wubbels

Theo Wubbels

Utrecht University

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Jeffrey John Loughran

Jeffrey John Loughran

Monash University

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Christian D. Schunn

Christian D. Schunn

University of Pittsburgh

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Tina Seidel

Tina Seidel

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Sibel Erduran

Sibel Erduran

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