Cynthia Passmore

1.4k total citations
25 papers, 810 citations indexed

About

Cynthia Passmore is a scholar working on Education, Developmental and Educational Psychology and History and Philosophy of Science. According to data from OpenAlex, Cynthia Passmore has authored 25 papers receiving a total of 810 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 9 papers in Developmental and Educational Psychology and 6 papers in History and Philosophy of Science. Recurrent topics in Cynthia Passmore's work include Science Education and Pedagogy (12 papers), Innovative Teaching and Learning Methods (8 papers) and Evolution and Science Education (4 papers). Cynthia Passmore is often cited by papers focused on Science Education and Pedagogy (12 papers), Innovative Teaching and Learning Methods (8 papers) and Evolution and Science Education (4 papers). Cynthia Passmore collaborates with scholars based in United States, New Zealand and Canada. Cynthia Passmore's co-authors include Jim Stewart, Julia Gouvea, David P. Anderson, Brian J. Reiser, Jean Moon, Sarah Michaels, Chris D. Griesemer, Ellice Ann Forman, Lisa M. Brown and William R. Penuel and has published in prestigious journals such as Journal of Research in Science Teaching, Science Education and Learning and Instruction.

In The Last Decade

Cynthia Passmore

23 papers receiving 735 citations

Peers

Cynthia Passmore

EDUCA

DEP

HPS

CSA

Carolyn J. Boulter United Kingdom

César Delgado United States

María Pilar Jiménez‐Aleixandre Spain

Jo Ellen Roseman United States

Jamie N. Mikeska United States

Christopher Unger United States

Ann M. L. Cavallo United States

Phil Seok Oh South Korea

Agustín Adúriz–Bravo Argentina

Amelia Wenk Gotwals United States

Carolyn J. Boulter United Kingdom

Cynthia Passmore

627 ×1.0

EDUCA

378 ×0.9

DEP

101 ×0.7

36 ×0.4

HPS

37 ×0.5

CSA

Citations per year, relative to Cynthia Passmore Cynthia Passmore (= 1×) peers Carolyn J. Boulter

Countries citing papers authored by Cynthia Passmore

Since Specialization

Citations

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

Fields of papers citing papers by Cynthia Passmore

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Cynthia Passmore

This figure shows the co-authorship network connecting the top 25 collaborators of Cynthia Passmore. A scholar is included among the top collaborators of Cynthia Passmore 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 Cynthia Passmore. Cynthia Passmore 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

Reiser, Brian J., et al.. (2024). Characterizing variations in the figured worlds of teachers and students in science class. Journal of Research in Science Teaching. 62(6). 1654–1679. 1 indexed citations

Penuel, William R., et al.. (2020). Exploring the connections between epistemic agency and a commitment to the collective enterprise of sensemaking in the science classroom. 1879–1886. 6 indexed citations

Gouvea, Julia, et al.. (2019). Tensions Between Learning Models and Engaging in Modeling. Science & Education. 28(8). 843–864. 36 indexed citations

Gouvea, Julia & Cynthia Passmore. (2017). ‘Models of’ versus ‘Models for’. Science & Education. 26(1-2). 49–63. 119 indexed citations

Forman, Ellice Ann, et al.. (2016). Discursive strategies that foster an epistemic community for argument in a biology classroom. Learning and Instruction. 48. 32–39. 34 indexed citations

Gouvea, Julia, Arash Jamshidi, & Cynthia Passmore. (2014). Model-Based Reasoning: A Framework for Coordinating Authentic Scientific Practice with Science Learning.. ICLS. 3 indexed citations

Passmore, Cynthia, et al.. (2014). A Framework for Model-Based Inquiry Through Agent-Based Programming. Journal of Science Education and Technology. 24(2-3). 311–329. 17 indexed citations

Passmore, Cynthia, et al.. (2013). Making Sense of Natural Selection.. The Science Teacher. 80(6). 43–49. 3 indexed citations

Passmore, Cynthia, et al.. (2013). Making Sense of Natural Selection: Developing and using the Natural Selection Model as an Anchor for Practice and Content. The Science Teacher. 80(6). 43–50. 1 indexed citations

10.

Passmore, Cynthia, et al.. (2011). Exploring Opportunities for Argumentation in Modelling Classrooms. International Journal of Science Education. 34(10). 1535–1554. 107 indexed citations

11.

Passmore, Cynthia, et al.. (2011). The Strategies of Modeling in Biology Education. Science & Education. 22(1). 119–142. 91 indexed citations

12.

Passmore, Cynthia, et al.. (2010). The Use of an Agent-Based Programmable Modeling Tool in 8th Grade Students’ Model-Based Inquiry. 6(2). 130–147. 6 indexed citations

13.

Sutherland, Alex, et al.. (2010). Writing Better Lab Reports.. The Science Teacher. 77(1). 43–48. 6 indexed citations

14.

Sutherland, Alex, et al.. (2010). Writing Better Lab Reports: A Teacher Research Project to Improve the Quality of Students' Writing. The Science Teacher. 77(1). 43–5. 1 indexed citations

15.

Passmore, Cynthia, et al.. (2010). Evaluating a Modeling Curriculum by Using Heuristics for Productive Disciplinary Engagement. CBE—Life Sciences Education. 9(3). 266–276. 7 indexed citations

16.

Passmore, Cynthia, et al.. (2009). Teacher Research: Challenging Our Assumptions: An Investigation into Student Understanding of the Gas Laws. The Science Teacher. 76(6). 35. 2 indexed citations

17.

Passmore, Cynthia, et al.. (2009). Challenging Our Assumptions: An Investigation into Student Understanding of the Gas Laws.. The Science Teacher. 76(6). 35–40. 1 indexed citations

18.

Passmore, Cynthia, et al.. (2009). Learning on zoo field trips: The interaction of the agendas and practices of students, teachers, and zoo educators. Science Education. 94(1). 122–141. 56 indexed citations

19.

Passmore, Cynthia, et al.. (2005). Providing High School Students with Opportunities to Reason like Evolutionary Biologists. The American Biology Teacher. 67(4). 214–221. 2 indexed citations

20.

Passmore, Cynthia & James Stewart. (2000). A Course in Evolutionary Biology: Engaging Students in the "Practice" of Evolution. Research Report.. 1 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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