World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

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

Jonathan Osborne publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Jonathan Osborne sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 227 publications — 73rd percentile

73% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Jonathan Osborne D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Jonathan Osborne sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 75 D-Index — 93rd percentile

93% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

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
Jennifer DeWitt
Jennifer DeWitt University College London
Louise Archer
Louise Archer University College London
Richard A. Duschl
Richard A. Duschl Pennsylvania State University
Hilda Borko
Hilda Borko Stanford University
Frank Fischer
Frank Fischer Ludwig-Maximilians-Universität München
Clark A. Chinn
Clark A. Chinn Rutgers, The State University of New Jersey
John H. Falk
John H. Falk Oregon State University

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