Daniel S. Domin

1.1k total citations
9 papers, 812 citations indexed

About

Daniel S. Domin is a scholar working on Education, Physical and Theoretical Chemistry and Developmental and Educational Psychology. According to data from OpenAlex, Daniel S. Domin has authored 9 papers receiving a total of 812 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 4 papers in Physical and Theoretical Chemistry and 3 papers in Developmental and Educational Psychology. Recurrent topics in Daniel S. Domin's work include Science Education and Pedagogy (8 papers), Various Chemistry Research Topics (4 papers) and Innovative Teaching and Learning Methods (2 papers). Daniel S. Domin is often cited by papers focused on Science Education and Pedagogy (8 papers), Various Chemistry Research Topics (4 papers) and Innovative Teaching and Learning Methods (2 papers). Daniel S. Domin collaborates with scholars based in United States. Daniel S. Domin's co-authors include George M. Bodner, Mohammad Al‐Masum and Denise King and has published in prestigious journals such as Journal of Chemical Education and Chemistry Education Research and Practice.

In The Last Decade

Daniel S. Domin

9 papers receiving 732 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Daniel S. Domin United States	8	645	359	214	156	60	9	812
Deborah G. Herrington United States	16	541 0.8×	216 0.6×	212 1.0×	96 0.6×	42 0.7×	39	706
Nathaniel P. Grove United States	12	791 1.2×	480 1.3×	365 1.7×	82 0.5×	128 2.1×	20	979
Renée S. Cole United States	21	760 1.2×	188 0.5×	364 1.7×	139 0.9×	27 0.5×	53	1.0k
Ryan L. Stowe United States	15	683 1.1×	302 0.8×	284 1.3×	119 0.8×	36 0.6×	30	992
Michael R. Abraham United States	16	1.2k 1.9×	326 0.9×	501 2.3×	92 0.6×	209 3.5×	35	1.4k
Ellen J. Yezierski United States	15	531 0.8×	204 0.6×	216 1.0×	25 0.2×	53 0.9×	57	703
Gautam Bhattacharyya United States	14	700 1.1×	501 1.4×	338 1.6×	42 0.3×	123 2.0×	22	866
Vicky Minderhout United States	11	598 0.9×	149 0.4×	182 0.9×	113 0.7×	26 0.4×	19	718
Sarah E. Jardeleza United States	5	516 0.8×	105 0.3×	161 0.8×	117 0.8×	14 0.2×	6	624
Vickie M. Williamson United States	15	786 1.2×	242 0.7×	364 1.7×	65 0.4×	247 4.1×	28	980

Countries citing papers authored by Daniel S. Domin

Since Specialization

Citations

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

Fields of papers citing papers by Daniel S. Domin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Daniel S. Domin. 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 Daniel S. Domin. The network helps show where Daniel S. Domin may publish in the future.

Co-authorship network of co-authors of Daniel S. Domin

This figure shows the co-authorship network connecting the top 25 collaborators of Daniel S. Domin. A scholar is included among the top collaborators of Daniel S. Domin 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 Daniel S. Domin. Daniel S. Domin 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:

9 of 9 papers shown

1.

Domin, Daniel S. & George M. Bodner. (2012). Using Students’ Representations Constructed during Problem Solving To Infer Conceptual Understanding. Journal of Chemical Education. 89(7). 837–843. 42 indexed citations

2.

Domin, Daniel S.. (2009). Considering Laboratory Instruction through Kuhn's View of the Nature of Science. Journal of Chemical Education. 86(3). 274–274. 9 indexed citations

3.

Domin, Daniel S., et al.. (2008). Students’ categorizations of organic compounds. Chemistry Education Research and Practice. 9(2). 114–121. 37 indexed citations

4.

Domin, Daniel S.. (2008). Using an advance organizer to facilitate change in students’ conceptualisation of the role of creativity in science. Chemistry Education Research and Practice. 9(4). 291–300. 7 indexed citations

5.

King, Denise & Daniel S. Domin. (2007). The Representation of People of Color in Undergraduate General Chemistry Textbooks. Journal of Chemical Education. 84(2). 342–342. 20 indexed citations

6.

Domin, Daniel S.. (2007). Students’ perceptions of when conceptual development occurs during laboratory instruction. Chemistry Education Research and Practice. 8(2). 140–152. 61 indexed citations

7.

Bodner, George M. & Daniel S. Domin. (2000). Mental Models: The Role of Representations in Problem Solving in Chemistry. 121 indexed citations

8.

Domin, Daniel S.. (1999). A Review of Laboratory Instruction Styles. Journal of Chemical Education. 76(4). 543–543. 444 indexed citations

9.

Domin, Daniel S.. (1999). A Content Analysis of General Chemistry Laboratory Manuals for Evidence of Higher-Order Cognitive Tasks. Journal of Chemical Education. 76(1). 109–109. 71 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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