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Richard Gunstone

Richard Gunstone

D-Index & Metrics

Social Sciences and Humanities

D-Index
41
Citations
8240
World Ranking
4989
National Ranking
352

Overview

Richard Gunstone is affiliated with Monash University in Australia and focuses primarily on the fields of Social Sciences and Psychology, with a concentration on Education and Developmental and Educational Psychology. Their research spans topics related to Science Education and Pedagogy, Educational Strategies and Epistemologies, and Science Education and Perceptions. Additional interests include Diverse Educational Innovations Studies, Animal and Plant Science Education, and the Evaluation of Teaching Practices.

Their recent publications reveal active engagement in science education research. These papers include:

  • Observation in science classes: students' beliefs about its nature and purpose, 2021, OPAL (Open@LaTrobe) (La Trobe University)
  • Structural outcomes of physics instruction, 2021, OPAL (Open@LaTrobe) (La Trobe University)
  • School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged, 2025, Science Education
  • The Contributions of Peter Fensham to ASERA, Research in Science Education, and the Advancement of Science Education and Research, 2022, Research in Science Education
  • Peter Fensham-Remarkable Colleague and Friend for 49 Years, 2022, Research in Science Education

The frequent venues where Richard Gunstone's work appears include:

  • OPAL (Open@LaTrobe) (La Trobe University)
  • Research in Science Education
  • Science Education

Collaborations feature a range of coauthors, such as:

  • Connie Cirkony
  • Glykeria Fragkiadaki
  • Filocha Haslam
  • Léonie J. Rennie
  • Rebecca Cooper

This body of work reflects a comprehensive engagement with science education research, focusing on both theoretical and practical aspects of teaching and learning in science contexts. Their contributions address how students understand science, instructional outcomes in physics, and reflections on influential figures in science education, underscoring a research agenda attentive to educational strategies and epistemic development within the field.

Best Publications

  • Understanding of gravity

    Richard F. Gunstone;Richard T. White

  • The Content Of Science: A Constructive Approach To Its Teaching And Learning

    Peter J. Fensham;Richard F. Gunstone;Richard T. White

  • What is the purpose of this experiment? Or can students learn something from doing experiments?

    Christina Hart;Pamela Mulhall;Amanda Berry;John Loughran

  • The process of conceptual change in force and motion during computer-supported physics instruction

    Ping-Kee Tao;Richard F. Gunstone

  • Documenting Science Teachers' Pedagogical Content Knowledge Through PaP-eRs

    John Loughran;Philippa Milroy;Amanda Berry;Richard Gunstone

  • Metalearning and conceptual change

    Richard T. White;Richard F. Gunstone

  • The importance of reflection in improving science teaching and learning

    John R. Baird;Peter J. Fensham;Richard F. Gunstone;Richard T. White

  • Cognitive research and the design of science instruction

    Audrey B. Champagne;Leopold E. Klopfer;Richard F. Gunstone

  • The Importance of Specific Science Content in the Enhancement of Metacognition

    Richard F. Gunstone

  • Metacognition and learning to teach

    Richard F. Gunstone;Jeff Northfield

  • Conceptual Change in Science through Collaborative Learning at the Computer.

    Ping-Kee Tao;Richard F. Gunstone

  • Metacognitive Development as a Shift in Approach to Learning: an in-depth study

    Jenni Case;Richard Francis Gunstone

  • A Case Study Exploration of Development in Preservice Science Teachers.

    Richard F. Gunstone;Monica Slattery;John R. Baird;Jeff R. Northfield

  • Naive Knowledge and Science Learning

    Leopold E. Klopfer;Audrey B. Champagne;Richard F. Gunstone

  • Helping Students Learn from Laboratory Work.

    Amanda Kaye Berry;Pamela Joy Mulhall;Richard Francis Gunstone;Jeffrey John Loughran

  • A Perspective on the Resolution of Confusions in the Teaching of Electricity

    Pamela Mulhall;Brian McKittrick;Richard Gunstone

  • Metacognition and Conceptual Change

    Richard Gunstone;Ian James Mitchell

  • Student understanding in mechanics: A large population survey

    Richard F. Gunstone

  • Students' Perceptions of the Effectiveness of the World Wide Web as a Research and Teaching Tool in Science Learning

    Wan Ng;Richard Francis Gunstone

  • The re-emergence of values in science education

    Deborah Joy Corrigan;Justin Dillon;Richard Francis Gunstone

  • The Process of Conceptual Change in 'Force and Motion'.

    Ping-Kee Tao;Richard F. Gunstone

Frequent Co-Authors

Peter J. Fensham
Peter J. Fensham Monash University
Justin Dillon
Justin Dillon University of Exeter
Jeffrey John Loughran
Jeffrey John Loughran Monash University
Marilyn Fleer
Marilyn Fleer Monash University
David F. Treagust
David F. Treagust Curtin University

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