Allison Antink‐Meyer

777 total citations · 1 hit paper
25 papers, 542 citations indexed

About

Allison Antink‐Meyer is a scholar working on Education, Developmental and Educational Psychology and General Agricultural and Biological Sciences. According to data from OpenAlex, Allison Antink‐Meyer has authored 25 papers receiving a total of 542 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 8 papers in Developmental and Educational Psychology and 6 papers in General Agricultural and Biological Sciences. Recurrent topics in Allison Antink‐Meyer's work include Science Education and Pedagogy (15 papers), Diverse Educational Innovations Studies (6 papers) and Educational Strategies and Epistemologies (5 papers). Allison Antink‐Meyer is often cited by papers focused on Science Education and Pedagogy (15 papers), Diverse Educational Innovations Studies (6 papers) and Educational Strategies and Epistemologies (5 papers). Allison Antink‐Meyer collaborates with scholars based in United States and Singapore. Allison Antink‐Meyer's co-authors include Norman G. Lederman, Stephen Bartos, Judith S. Lederman, Reneé Schwartz, Selina L. Bartels, Ryan Brown, Daniel Z. Meyer, Anna Maria Arias, Leanne M. Avery and Gordon Rowland and has published in prestigious journals such as Journal of Research in Science Teaching, International Journal of Science Education and Research in Science Education.

In The Last Decade

Allison Antink‐Meyer

20 papers receiving 506 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire

2013 269 citations Judith S. Lederman, Norman G. Lederman et al. Journal of Research in Science Teaching profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Allison Antink‐Meyer United States	9	440	241	70	65	29	25	542
Lama Z. Jaber United States	13	620 1.4×	359 1.5×	108 1.5×	67 1.0×	37 1.3×	30	778
Catherine Milne United States	12	349 0.8×	179 0.7×	79 1.1×	73 1.1×	25 0.9×	46	556
Lieve Thibaut Belgium	6	411 0.9×	158 0.7×	42 0.6×	44 0.7×	48 1.7×	10	580
Annemie Struyf Belgium	7	371 0.8×	136 0.6×	48 0.7×	62 1.0×	61 2.1×	10	536
Joseph M. Furner United States	13	530 1.2×	131 0.5×	98 1.4×	180 2.8×	31 1.1×	48	756
Haydée De Loof Belgium	8	373 0.8×	138 0.6×	51 0.7×	63 1.0×	66 2.3×	11	552
Mihye Won Australia	13	287 0.7×	204 0.8×	50 0.7×	74 1.1×	15 0.5×	38	521
Hannu Salmi Finland	14	290 0.7×	149 0.6×	110 1.6×	117 1.8×	31 1.1×	29	611
Harold P. Coyle United States	6	381 0.9×	180 0.7×	49 0.7×	36 0.6×	23 0.8×	9	526
Nam-Hwa Kang South Korea	8	310 0.7×	156 0.6×	33 0.5×	51 0.8×	23 0.8×	23	428

Countries citing papers authored by Allison Antink‐Meyer

Since Specialization

Citations

This map shows the geographic impact of Allison Antink‐Meyer'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 Allison Antink‐Meyer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Allison Antink‐Meyer more than expected).

Fields of papers citing papers by Allison Antink‐Meyer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Allison Antink‐Meyer. 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 Allison Antink‐Meyer. The network helps show where Allison Antink‐Meyer may publish in the future.

Co-authorship network of co-authors of Allison Antink‐Meyer

This figure shows the co-authorship network connecting the top 25 collaborators of Allison Antink‐Meyer. A scholar is included among the top collaborators of Allison Antink‐Meyer 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 Allison Antink‐Meyer. Allison Antink‐Meyer is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Antink‐Meyer, Allison & Ryan Brown. (2024). TEACHERS’ CURIOSITY ABOUT ENGINEERING, ENGINEERED OBJECTS AND PHENOMENA AND THEIR CONFIDENCE FOR TEACHING ELEMENTARY ENGINEERING (FUNDAMENTAL). Papers on Engineering Education Repository (American Society for Engineering Education).

Brown, Ryan & Allison Antink‐Meyer. (2024). Views about the Nature of Engineering Knowledge Among Secondary (6-12) Technology and Engineering Teachers (FUNDAMENTAL). 1 indexed citations

Radloff, Jeffrey, et al.. (2024). Board 168: Exploring K-12 S,T,E,M Teachers’ Views of Nature of Engineering Knowledge (Work-in-Progress). Papers on Engineering Education Repository (American Society for Engineering Education). 1 indexed citations

Antink‐Meyer, Allison, et al.. (2023). The Scientific Curiosity of Preservice Elementary Teachers and Confidence for Teaching Specific Science Topics. Journal of Science Teacher Education. 34(8). 883–902.

Antink‐Meyer, Allison, et al.. (2021). The Influence of a Pre-Methods Course on Preservice Elementary Teachers’ Self-Perceptions and Abilities for Engineering Instruction. Journal of Science Teacher Education. 32(6). 705–725. 3 indexed citations

Antink‐Meyer, Allison & Anna Maria Arias. (2021). Teachers’ Incorporation of Epistemic Practices in K-8 Engineering and Their Views About the Nature of Engineering Knowledge. Science & Education. 31(2). 357–382. 6 indexed citations

Antink‐Meyer, Allison, et al.. (2020). Middle grades teachers’ content knowledge for renewable energy instruction design. Research in Science & Technological Education. 39(4). 421–440. 8 indexed citations

Antink‐Meyer, Allison & Anna Maria Arias. (2020). Teaching K-8 Teachers About Integrating Science and Engineering: An Engineering Learning Cycle Model and Acoustics Example. Journal of College Science Teaching. 49(5). 50–59. 2 indexed citations

Antink‐Meyer, Allison & Ryan Brown. (2020). Development of Views About the Nature of Engineering Knowledge Questionnaire. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 3 indexed citations

10.

Lorsbach, Anthony W., Anna Maria Arias, & Allison Antink‐Meyer. (2019). Charles Darwin, The Origin of Species, and Inductivism: Using Primary Sources and Controversy in the Elementary Preservice Classroom. Journal of College Science Teaching. 49(1). 70–75.

11.

Brown, Ryan & Allison Antink‐Meyer. (2017). Makerspaces in Informal Settings.. Educational Technology archive. 57(2). 75–77. 4 indexed citations

12.

Antink‐Meyer, Allison & Ryan Brown. (2017). Second-career science teachers’ classroom conceptions of science and engineering practices examined through the lens of their professional histories. International Journal of Science Education. 39(11). 1511–1528. 18 indexed citations

13.

Antink‐Meyer, Allison, et al.. (2016). Powerful Learning Experiences and Suzuki Music Teachers. International journal of education and the arts. 17(36). 1. 7 indexed citations

14.

Antink‐Meyer, Allison & Norman G. Lederman. (2015). Creative Cognition in Secondary Science: An exploration of divergent thinking in science among adolescents. International Journal of Science Education. 37(10). 1547–1563. 32 indexed citations

15.

Antink‐Meyer, Allison, Stephen Bartos, Judith S. Lederman, & Norman G. Lederman. (2014). USING SCIENCE CAMPS TO DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY—TAIWANESE STUDENTS IN A U.S. SUMMER SCIENCE CAMP. International Journal of Science and Mathematics Education. 14(S1). 29–53. 31 indexed citations

16.

Antink‐Meyer, Allison & Norman G. Lederman. (2013). Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms. School Science and Mathematics. 113(8). 400–409. 39 indexed citations

17.

Lederman, Judith S., Norman G. Lederman, Stephen Bartos, et al.. (2013). Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching. 51(1). 65–83. 269 indexed citations breakdown →

18.

Antink‐Meyer, Allison. (2012). Teaching for Creativity: Modify Existing Lessons and Labs to Promote Creativity in Your Classroom. The Science Teacher. 79(5). 54. 4 indexed citations

19.

Antink‐Meyer, Allison. (2012). Teaching for Creativity.. The Science Teacher. 79(5). 54–56. 3 indexed citations

20.

Meyer, Daniel Z., et al.. (2011). A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities. Research in Science Education. 43(1). 57–76. 21 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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