H-Index & Metrics Best Publications

H-Index & Metrics

Discipline name H-index Citations Publications World Ranking National Ranking
Social Sciences and Humanities D-index 42 Citations 5,681 118 World Ranking 2008 National Ranking 1

Overview

What is he best known for?

The fields of study he is best known for:

  • Epistemology
  • Mathematics education
  • Social science

His primary areas of study are Mathematics education, Science education, Epistemology, History and philosophy of science and Chemistry. His work on Concept learning and Teaching method is typically connected to Field dependence as part of general Mathematics education study, connecting several disciplines of science. His Science education research integrates issues from Cognitive development and Heuristic.

His research in the fields of Philosophy of science and Scientific theory overlaps with other disciplines such as Theoretical physics. His History and philosophy of science study combines topics from a wide range of disciplines, such as Rational reconstruction, Nature of Science, Conceptualization and Scientific progress. His Chemistry study deals with Higher education intersecting with Secondary education, Pedagogy, Set and Science instruction.

His most cited work include:

  • Inquiry in science education: International perspectives (458 citations)
  • From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks (90 citations)
  • Balancing chemical equations: The role of developmental level and mental capacity (74 citations)

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

Epistemology, Science education, Mathematics education, History and philosophy of science and Chemistry are his primary areas of study. His biological study spans a wide range of topics, including Philosophy of science, History general, Context and Higher education. The study incorporates disciplines such as Cognitive development, Pedagogy and Growth of knowledge in addition to Mathematics education.

His work focuses on many connections between History and philosophy of science and other disciplines, such as Scientific method, that overlap with his field of interest in Educational psychology. His Chemistry study integrates concerns from other disciplines, such as Academic achievement and Cognitive psychology. His Concept learning research includes elements of Conceptual change and Construct.

He most often published in these fields:

  • Epistemology (43.92%)
  • Science education (41.89%)
  • Mathematics education (32.43%)

What were the highlights of his more recent work (between 2012-2020)?

  • Science education (41.89%)
  • Epistemology (43.92%)
  • History and philosophy of science (26.35%)

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

His primary areas of investigation include Science education, Epistemology, History and philosophy of science, Objectivity and Context. His research in Science education tackles topics such as Philosophy of science which are related to areas like Rationalism. His work on History of science, Scientific progress, Epistemological anarchism and Scientific theory as part of general Epistemology research is often related to Chemical research, thus linking different fields of science.

His History and philosophy of science research includes themes of Philosophy of biology, Engineering ethics, Mathematics education, Western philosophy and Philosophy education. Mansoor Niaz has researched Mathematics education in several fields, including Turkish, Inclusion and Chemistry. His studies in Context integrate themes in fields like Students understanding, Credibility and Management science.

Between 2012 and 2020, his most popular works were:

  • Science Teaching: The Contribution of History and Philosophy of Science (35 citations)
  • Chemistry Education and Contributions from History and Philosophy of Science (15 citations)
  • Revisión de consensos sobre naturaleza de la ciencia (6 citations)

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

  • Epistemology
  • Social science
  • Scientific method

Mansoor Niaz mainly investigates History and philosophy of science, Science education, Epistemology, Mathematics education and Nature of Science. His research in History and philosophy of science intersects with topics in Philosophy of science, Philosophy of biology, Engineering ethics, Western philosophy and Philosophy education. His Science education research incorporates elements of Naturalism and Family resemblance.

His study in the field of Scientific theory, Scientific progress, History of science and Operationalization is also linked to topics like Cartography. As part of his studies on Mathematics education, Mansoor Niaz often connects relevant subjects like Turkish. The Nature of Science study combines topics in areas such as Agreement and Subject.

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

Inquiry in science education: International perspectives

Fouad Abd-El-Khalick;Saouma Boujaoude;Richard Duschl;Norman G. Lederman.
Science Education (2004)

1134 Citations

Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure

Mansoor Niaz;Damarys Aguilera;Arelys Maza;Gustavo Liendo.
Science Education (2002)

186 Citations

Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic–constructivist perspective

Mansoor Niaz.
Journal of Research in Science Teaching (1995)

169 Citations

From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks

Mansoor Niaz.
Science Education (1998)

157 Citations

Balancing chemical equations: The role of developmental level and mental capacity

Mansoor Niaz;Anton E. Lawson.
Journal of Research in Science Teaching (1985)

141 Citations

Progressive Transitions from Algorithmic to Conceptual Understanding in Student Ability To Solve Chemistry Problems: A Lakatosian Interpretation.

Mansoor Niaz.
Science Education (1995)

120 Citations

Investigating the effectiveness of a POE-based teaching activity on students' understanding of condensation

Bayram Coştu;Alipaşa Ayas;Mansoor Niaz.
Instructional Science (2012)

120 Citations

Promoting conceptual change in first year students’ understanding of evaporation

Bayram Coştu;Alipaşa Ayas;Mansoor Niaz.
Chemistry Education Research and Practice (2010)

118 Citations

Relationship between student performance on conceptual and computational problems of chemical equilibrium

Mansoor Niaz.
International Journal of Science Education (1995)

115 Citations

Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies

Mansoor Niaz.
Science Education (2009)

109 Citations

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Best Scientists Citing Mansoor Niaz

Fouad Abd-El-Khalick

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Arizona State University

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Arizona State University

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Michigan State University

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Richard A. Duschl

Richard A. Duschl

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