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D-Index & Metrics

Social Sciences and Humanities

D-Index
39
Citations
20693
World Ranking
5456
National Ranking
2571

Research.com Recognitions

  • 2010 - Fellow of the American Educational Research Association

Overview

Richard A. Duschl is affiliated with Pennsylvania State University in the United States. Their research spans multiple fields and subfields, primarily focusing on social sciences and computer science. In particular, their work concentrates on education, developmental and educational psychology, computer science applications, computational theory and mathematics, and artificial intelligence.

The scientist's main research topics include science education and pedagogy, teaching and learning programming, online learning and analytics, educational strategies and epistemologies, education and critical thinking development, computability, logic, AI algorithms, and evolutionary algorithms and applications.

Frequent publication venues for their work include:

  • Journal for STEM Education Research
  • Educational Psychologist
  • Science & Education
  • Science Education
  • Routledge Open Research

Richard A. Duschl has collaborated regularly with several coauthors, including:

  • Yeping Li
  • Alan H. Schoenfeld
  • Andrea A. diSessa
  • Arthur C. Graesser
  • Lisa Benson

Selected recent papers authored by Richard A. Duschl include:

  • "Practical reasoning and decision making in science: Struggles for truth," 2020, Educational Psychologist
  • "Data-Texts in the Sciences," 2021, Science & Education
  • "Naturalizing the Nature of Science: A response to and acknowledgement of Klopfer & Aikenhead," 2022, Science Education

Other notable papers linked to their frequent collaborators but relevant to this research domain include:

  • "Computational Thinking Is More about Thinking than Computing," 2020, Journal for STEM Education Research
  • "On Computational Thinking and STEM Education," 2020, Journal for STEM Education Research

Richard A. Duschl was recognized as a Fellow of the American Educational Research Association in 2010.

Best Publications

  • TAKING SCIENCE TO SCHOOL: LEARNING AND TEACHING SCIENCE IN GRADES K-8

    Richard A. Duschl;Heidi A. Schweingruber;Andrew W. Shouse

  • "Doing the Lesson" or "Doing Science": Argument in High School Genetics

    M. Pilar Jiménez-Aleixandre;Anxela Bugallo Rodríguez;Richard A. Duschl

  • 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

  • Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals

    Richard Duschl

  • Restructuring Science Education: The Importance of Theories and Their Development

    Richard A. Duschl

  • Inquiry in science education: International perspectives

    Fouad Abd-El-Khalick;Saouma Boujaoude;Richard Duschl;Norman G. Lederman

  • Taking science to school: Learning and teaching science in grades K-8. Committee on Science Learning, Kindergarten through 8th grade: National Research Council, Board on Science Education, Division of Behavioral and Social Sciences and Education

    Brian Reiser;Richard A. Duschl;Heidi A. Schweingruber;Andrew W. Shouse

  • Epistemological perspectives on conceptual change: Implications for educational practice

    Richard A. Duschl;Drew H. Gitomer

  • Learning progressions and teaching sequences: a review and analysis

    Richard Duschl;Seungho Maeng;Asli Sezen

  • Two Views About Explicitly Teaching Nature of Science

    Richard A. Duschl;Richard Grandy

  • A case study of high school teachers' decision making models for planning and teaching science

    Richard A. Duschl;Emmett Wright

  • Students' understanding of the objectives and procedures of experimentation in the science classroom.

    Leona Schauble;Robert Glaser;Richard A. Duschl;Sharon Schulze

  • Quality Argumentation and Epistemic Criteria

    Richard A. Duschl

  • Strategies and Challenges to Changing the Focus of Assessment and Instruction in Science Classrooms.

    Richard A. Duschl;Drew H. Gitomer

  • Philosophy of science, cognitive psychology, and educational theory and practice

    Richard Alan Duschl;Richard J. Hamilton

  • Orlando, Florida, USA

    R. Duschl;S Erduran;R. Schwartz;R. Grandy

  • Science Education and Philosophy of Science Twenty‐Five Years of Mutually Exclusive Development

    Richard A. Duschl

  • Teaching scientific inquiry : recommendations for research and implementation

    Richard A. Duschl;Richard E. Grandy

  • Design and Design Thinking in STEM Education

    Yeping Li;Alan H. Schoenfeld;Andrea A. diSessa;Arthur C. Graesser

  • Beyond the fringe: Building and evaluating scientific knowledge systems

    Richard A. Duschl;Ravit Golan Duncan

Frequent Co-Authors

Sibel Erduran
Sibel Erduran University of Oxford
Jonathan Osborne
Jonathan Osborne Stanford University
Robin Millar
Robin Millar University of York
David F. Treagust
David F. Treagust Curtin University
Clark A. Chinn
Clark A. Chinn Rutgers, The State University of New Jersey
Leona Schauble
Leona Schauble Vanderbilt University
Fouad Abd-El-Khalick
Fouad Abd-El-Khalick University of North Carolina at Chapel Hill
Justin Dillon
Justin Dillon University of Exeter
Paul Black
Paul Black King's College London
Robert Glaser
Robert Glaser University of Pittsburgh

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