World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
75
Citations
44803
World Ranking
522
National Ranking
247

Overview

Jonathan Osborne is affiliated with Stanford University in the United States. Their research primarily spans the fields of social sciences and psychology, with a particular emphasis on education and developmental and educational psychology.

Osborne's work engages deeply with education-related topics, focusing on educational strategies and epistemologies, science education and pedagogy, and the development of critical thinking within educational contexts. The impact and challenges of misinformation in society also constitute a significant portion of their research, alongside attention to climate change communication, innovative teaching methods, and the dynamics of public relations and crisis communication.

The scientist has published multiple papers in well-regarded academic journals. Their recent publications include:

  • Science education in an age of misinformation, 2023, Science Education
  • Science, misinformation, and the role of education, 2022, Science
  • Science literacy in the twenty-first century: informed trust and the competent outsider, 2024, International Journal of Science Education
  • Using automated analysis to assess middle school students' competence with scientific argumentation, 2023, Journal of Research in Science Teaching
  • Transforming Science Education in an Age of Misinformation, 2024, Journal of College Science Teaching

Osborne frequently publishes in the following venues:

  • Science Education
  • Science
  • International Journal of Science Education
  • Journal of Research in Science Teaching
  • Journal of College Science Teaching

The scientist collaborates regularly with several co-authors, including:

  • Daniel R. Pimentel
  • William A. Sandoval
  • Douglas Allchin
  • Christopher D. Wilson
  • Kevin C. Haudek

Best Publications

  • Attitudes towards science: A review of the literature and its implications

    Jonathan Osborne;Shirley Simon;Sue Collins

  • Establishing the norms of scientific argumentation in classrooms

    Rosalind Driver;Paul E. Newton;Jonathan Osborne

  • Enhancing the quality of argumentation in school science

    Jonathan Osborne;Sibel Erduran;Shirley Simon

  • TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse

    Sibel Erduran;Shirley Simon;Jonathan Osborne

  • Supporting and Promoting Argumentation Discourse in Science Education

    Richard A. Duschl;Jonathan Osborne

  • What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community

    Jonathan Osborne;Sue Collins;Mary Ratcliffe;Robin Millar

  • Language and Literacy in Science Education

    Jerry Wellington;Jonathan Osborne

  • The place of argumentation in the pedagogy of school science

    Paul Newton;Rosalind Driver;Jonathan Osborne

  • Arguing to Learn in Science: The Role of Collaborative, Critical Discourse

    Jonathan Osborne

  • Learning to Teach Argumentation: Research and development in the science classroom

    Shirley Simon;Sibel Erduran;Jonathan Osborne

  • Students' questions: a potential resource for teaching and learning science

    Christine Chin;Jonathan Osborne

  • Pupils' views of the role and value of the science curriculum: a focus group study

    Jonathan Osborne;Susan Collins

  • "Doing" Science versus "Being" a Scientist: Examining 10/11-Year-Old Schoolchildren's Constructions of Science through the Lens of Identity.

    Louise Archer;Jennifer DeWitt;Jonathan Osborne;Justin Dillon

  • Science education in Europe: Critical reflections : a report to the Nuffield Foundation

    Jonathan Osborne;Justin Dillon

  • Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge

    Claudia von Aufschnaiter;Sibel Erduran;Jonathan Osborne;Shirley Simon

  • Science Aspirations, Capital, and Family Habitus How Families Shape Children’s Engagement and Identification With Science

    Louise Archer;Jennifer DeWitt;Jonathan Osborne;Justin Dillon

  • Teaching Scientific Practices: Meeting the Challenge of Change

    Jonathan Osborne

  • PLACING THE HISTORY AND PHILOSOPHY OF SCIENCE ON THE CURRICULUM : A MODEL FOR THE DEVELOPMENT OF PEDAGOGY

    Martin Monk;Jonathan Osborne

  • Scientific argument and explanation: A necessary distinction?

    Jonathan F. Osborne;Alexis Patterson

  • The Role of Narrative in Communicating Science

    Lucy Avraamidou;Jonathan Osborne

  • Teaching Students ''Ideas-About-Science": Five Dimensions of Effective Practice

    Hannah Bartholomew;Jonathan Osborne;Mary Ratcliffe

Frequent Co-Authors

Sibel Erduran
Sibel Erduran University of Oxford
Justin Dillon
Justin Dillon University of Exeter
Robin Millar
Robin Millar University of York
Louise Archer
Louise Archer University College London
Richard A. Duschl
Richard A. Duschl Pennsylvania State University
Hilda Borko
Hilda Borko Stanford University
Clark A. Chinn
Clark A. Chinn Rutgers, The State University of New Jersey
Frank Fischer
Frank Fischer Ludwig-Maximilians-Universität München
Russell Tytler
Russell Tytler Deakin University
John H. Falk
John H. Falk Oregon State University

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