Aeran Choi

585 total citations
35 papers, 447 citations indexed

About

Aeran Choi is a scholar working on Education, Computer Networks and Communications and Safety Research. According to data from OpenAlex, Aeran Choi has authored 35 papers receiving a total of 447 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 16 papers in Computer Networks and Communications and 16 papers in Safety Research. Recurrent topics in Aeran Choi's work include Science Education and Pedagogy (23 papers), Education, Safety, and Science Studies (16 papers) and Educational Research and Pedagogy (16 papers). Aeran Choi is often cited by papers focused on Science Education and Pedagogy (23 papers), Education, Safety, and Science Studies (16 papers) and Educational Research and Pedagogy (16 papers). Aeran Choi collaborates with scholars based in United States, South Korea and Türkiye. Aeran Choi's co-authors include Brian Hand, Thomas J. Greenbowe, Andrew Notebaert, Lori Norton‐Meier, Soonhye Park, Da-eun Kim, Hakan Akçay, Robert E. Yager, Stuart O. Yager and Kyungwoon Seo and has published in prestigious journals such as International Journal of Science Education, Research in Science Education and International Journal of Science and Mathematics Education.

In The Last Decade

Aeran Choi

26 papers receiving 403 citations

Peers

Aeran Choi

EDUCA

DEP

CNC

Kevin C. Wise United States

Feral Ogan‐Bekiroglu Türkiye

Diane Silva Pimentel United States

Pınar Seda Çetin Türkiye

Irit Sadeh Israel

Funda Savaşçi Türkiye

Mira Kipnis Israel

Ayla Çetin‐Dindar Türkiye

Christian Buty France

Miki K. Tomita United States

Kevin C. Wise United States

Aeran Choi

318 ×0.8

EDUCA

137 ×0.5

DEP

22 ×0.6

24 ×0.8

CNC

23 ×0.8

Citations per year, relative to Aeran Choi Aeran Choi (= 1×) peers Kevin C. Wise

Countries citing papers authored by Aeran Choi

Since Specialization

Citations

This map shows the geographic impact of Aeran Choi's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Aeran Choi with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Aeran Choi more than expected).

Fields of papers citing papers by Aeran Choi

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Aeran Choi. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Aeran Choi. The network helps show where Aeran Choi may publish in the future.

Co-authorship network of co-authors of Aeran Choi

This figure shows the co-authorship network connecting the top 25 collaborators of Aeran Choi. A scholar is included among the top collaborators of Aeran Choi based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Aeran Choi. Aeran Choi is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Park, Soonhye, et al.. (2023). Elementary Preservice Teachers’ Understandings and Task Values of the Science Practices Advocated in the NGSS in the US. Education Sciences. 13(4). 371–371. 1 indexed citations

Choi, Aeran, et al.. (2020). Pedagogical Content Knowledge for Science Practice-Based Instruction Developed by Science Teachers in a Teacher Learning Community. Journal of The Korean Association For Science Education. 40(5). 565–582. 1 indexed citations

Kim, Yurim & Aeran Choi. (2019). Understanding of Scientific Inquiry Developed by Beginning Science Teachers in Professional Learning Community. Journal of The Korean Association For Science Education. 39(2). 221–232. 1 indexed citations

Choi, Aeran, et al.. (2019). Analysis of Achievement Standards, Activities, and Assessment Items in the 2015 Revised Science Curriculum and Grade 7 Science Textbooks: Focusing on Science Core Competencies. 63(3). 196–208.

Choi, Aeran, et al.. (2019). Science teachers' difficulties and solutions of free semester science assessment. 63(3). 166–182. 1 indexed citations

Choi, Aeran, et al.. (2018). Literature review on research studies of science teaching efficacy. Korean Association For Learner-Centered Curriculum And Instruction. 18(8). 645–661.

Choi, Aeran, et al.. (2016). Analysis of Inquiry Activities in High School Chemistry II Textbooks based on the 2009 Revised Science Curriculum: Focus on 8 Science Practices. Journal of the Korean Chemical Society. 60(1). 59–68. 1 indexed citations

Choi, Minji & Aeran Choi. (2016). Analysis of Activities in Chemistry Chapters of Middle School Science Textbooks for the 2009 Revised Science Curriculum: Focus on 8 Science Practices. Journal of the Korean Chemical Society. 60(6). 436–451. 1 indexed citations

Choi, Aeran, et al.. (2016). University Students’ Understanding of Chemistry Processes and the Quality of Evidence in their Written Arguments. Eurasia Journal of Mathematics Science and Technology Education. 12(4). 10 indexed citations

10.

Choi, Aeran, et al.. (2015). The Effects of the Argument-Based Claim and Evidence Writing Approach: Focus on High School Chemistry. Journal of the Korean Chemical Society. 59(1). 69–77.

11.

Choi, Aeran. (2014). Pre-Service Science Teachers' Understanding and Views of Argument-Based Inquiry Approach. Journal of the Korean Chemical Society. 58(6). 658–666.

12.

Park, Sunyoung & Aeran Choi. (2014). Analysis of Student Science Writing and Perception on Argument-Based Claim and Evidence Writing Approach. Journal of The Korean Association For Science Education. 34(8). 787–794.

13.

Choi, Aeran, et al.. (2012). The Effects of Argument-Based Inquiry Using the Science Writing Heuristic (SWH) Approach on Argument Structure in Students' Writing. Journal of The Korean Association For Science Education. 32(7). 1099–1108. 6 indexed citations

14.

Lee, Dongwon, et al.. (2011). The Effects of Argumentation-based General Chemistry Laboratory on Preservice Science Teachers' Understanding of Chemistry Concepts and Writing. Journal of The Korean Association For Science Education. 31(8). 1077–1091. 6 indexed citations

15.

Choi, Aeran. (2010). Argument Structure in the Science Writing Heuristic (SWH) Approach. Journal of The Korean Association For Science Education. 30(3). 323–336. 2 indexed citations

16.

Yager, Robert E., Aeran Choi, Stuart O. Yager, & Hakan Akçay. (2009). A Comparison of Student Learning in STS vs Those in Directed InquiryClasses. The Electronic Journal of Science Education. 13(2). 186–208. 8 indexed citations

17.

Yager, Robert E., Hakan Akçay, Aeran Choi, & Stuart O. Yager. (2009). Student Success in Recognizing Definitions of Eight Terms Found inFourth Grade Science Textbooks. The Electronic Journal of Science Education. 13(2). 83–99. 5 indexed citations

18.

Choi, Aeran. (2008). A study of student written argument using the Science Writing Heuristic approach in inquiry-based freshman general chemistry laboratory classes. PhDT. 8 indexed citations

19.

Choi, Aeran, et al.. (2008). Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms. Research in Science Education. 40(2). 149–169. 60 indexed citations

20.

Ahn, Chi‐Yong, et al.. (2005). Relation between rainfall and phytoplankton community in Daechung reservoir. KRIBB Repository. 23(1). 57–63. 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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