Amos Dreyfus

865 total citations
50 papers, 654 citations indexed

About

Amos Dreyfus is a scholar working on Education, Developmental and Educational Psychology and General Agricultural and Biological Sciences. According to data from OpenAlex, Amos Dreyfus has authored 50 papers receiving a total of 654 indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 17 papers in Developmental and Educational Psychology and 8 papers in General Agricultural and Biological Sciences. Recurrent topics in Amos Dreyfus's work include Science Education and Pedagogy (22 papers), Education and Critical Thinking Development (9 papers) and Diverse Educational Innovations Studies (8 papers). Amos Dreyfus is often cited by papers focused on Science Education and Pedagogy (22 papers), Education and Critical Thinking Development (9 papers) and Diverse Educational Innovations Studies (8 papers). Amos Dreyfus collaborates with scholars based in Israel, Netherlands and Canada. Amos Dreyfus's co-authors include E. Jungwirth, A.E.J. Wals, Pinchas Tamir, Reuven Lazarowitz, N. Umiel, Talma Kushnir and Derek Hodson and has published in prestigious journals such as Teaching and Teacher Education, Journal of Research in Science Teaching and Science Education.

In The Last Decade

Amos Dreyfus

42 papers receiving 541 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Amos Dreyfus Israel 12 480 277 115 66 59 50 654
Roger Lock United Kingdom 14 297 0.6× 131 0.5× 140 1.2× 70 1.1× 55 0.9× 54 519
J. J. Lagowski United States 9 586 1.2× 301 1.1× 81 0.7× 104 1.6× 22 0.4× 55 786
Reuven Lazarowitz Israel 15 619 1.3× 259 0.9× 128 1.1× 74 1.1× 36 0.6× 44 787
Carolyn J. Boulter United Kingdom 6 627 1.3× 378 1.4× 101 0.9× 39 0.6× 38 0.6× 14 784
E. Jungwirth Israel 13 504 1.1× 306 1.1× 115 1.0× 87 1.3× 18 0.3× 52 658
John E. Penick United States 16 671 1.4× 246 0.9× 114 1.0× 207 3.1× 44 0.7× 82 867
Joyce Parker United States 11 466 1.0× 182 0.7× 60 0.5× 50 0.8× 36 0.6× 25 556
David Symington Australia 14 475 1.0× 258 0.9× 198 1.7× 114 1.7× 32 0.5× 43 698
Cynthia Passmore United States 10 616 1.3× 427 1.5× 143 1.2× 43 0.7× 29 0.5× 25 810
Charles R. Barman United States 13 498 1.0× 310 1.1× 265 2.3× 109 1.7× 39 0.7× 47 702

Countries citing papers authored by Amos Dreyfus

Since Specialization
Citations

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

Fields of papers citing papers by Amos Dreyfus

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amos Dreyfus. 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 Amos Dreyfus. The network helps show where Amos Dreyfus may publish in the future.

Co-authorship network of co-authors of Amos Dreyfus

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

All Works

20 of 20 papers shown
1.
2.
Dreyfus, Amos, et al.. (2013). Teacher college students' views of controversial evironmental issues: Ambivalence and readiness to adopt a stance. The International Journal of Environmental and Science Education. 8(4). 627–643. 1 indexed citations
3.
Dreyfus, Amos, et al.. (2004). Types of “teachers in training”: the reactions of primary school science teachers when confronted with the task of implementing an innovation. Teaching and Teacher Education. 20(6). 607–619. 67 indexed citations
4.
Dreyfus, Amos, et al.. (1999). Biodiversity as a Postmodern Theme for Environmental Education. Socio-Environmental Systems Modeling. 4(4). 155–175. 40 indexed citations
5.
Dreyfus, Amos, et al.. (1999). The ‘ostension-teaching’ approach as a means to develop junior-high student attitudes towards biotechnologies. Journal of Biological Education. 34(1). 25–31. 27 indexed citations
6.
Dreyfus, Amos, et al.. (1999). Biodiversity as a Theme for Environmental Education. Socio-Environmental Systems Modeling. 35–48. 1 indexed citations
7.
Dreyfus, Amos, et al.. (1998). The Advantages and Problematics of Using the Electronic Spreadsheet in Biology Teaching as Perceived by Actively Engaged Teachers. Journal of Educational Computing Research. 19(1). 67–81. 3 indexed citations
8.
Dreyfus, Amos, et al.. (1997). Diagnostic instruments for determining junior high‐school science teachers’ understanding of functional relationships within the ‘living cell’. International Journal of Science Education. 19(5). 593–606. 11 indexed citations
9.
Dreyfus, Amos. (1995). Biological knowledge as a prerequisite for the development of values and attitudes. Journal of Biological Education. 29(3). 215–219. 18 indexed citations
10.
Dreyfus, Amos, et al.. (1991). Obtaining Meaningful Feedback from Disadvantaged Pupils' Essays Concerning their Attitudes toward Tutorial Activities. Urban Education. 25(4). 454–465. 1 indexed citations
11.
Dreyfus, Amos, et al.. (1991). Twelfth‐grade biology pupils' opinions on interventions of man in nature: Agreement, indifference and ambivalence. Journal of Research in Science Teaching. 28(1). 81–95. 11 indexed citations
12.
Dreyfus, Amos & E. Jungwirth. (1988). The cell concept of 10th graders: curricular expectations and reality. International Journal of Science Education. 10(2). 221–229. 43 indexed citations
13.
Dreyfus, Amos, et al.. (1988). Combining Theory with Tutorial Experience: pre‐service training for the teaching of disadvantaged pupils. European Journal of Teacher Education. 11(2). 131–141. 1 indexed citations
14.
Dreyfus, Amos. (1986). The Potential Role of Agriculture in Science Teaching.. 4(1). 23–27. 4 indexed citations
15.
Dreyfus, Amos. (1986). Manipulating and diversifying the levels of difficulty and task‐sophistication of one and the same laboratory exercise. European Journal of Science Education. 8(1). 17–25. 8 indexed citations
16.
Dreyfus, Amos & E. Jungwirth. (1980). Students' perception of the logical structure of curricular as compared with everyday contexts—study of critical thinking skills. Science Education. 64(3). 309–321. 16 indexed citations
17.
Jungwirth, E., et al.. (1980). How to realize the educational potential of laboratory work in genetics. Journal of Biological Education. 14(1). 29–35. 1 indexed citations
18.
Dreyfus, Amos, et al.. (1979). Designing a teacher's manual: a client-centred approach. Journal of Biological Education. 13(2). 127–132. 1 indexed citations
19.
Jungwirth, E. & Amos Dreyfus. (1975). Concepts of Enquiry--Magic Words or Intellectual Skills?.. Journal of Research in Science Teaching. 3 indexed citations
20.
Jungwirth, E. & Amos Dreyfus. (1974). Biology‐teachers' on‐the‐spot decisions (some problems in preservice teacher education). Science Education. 58(2). 205–214. 3 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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