David Fortus

3.8k total citations · 1 hit paper
50 papers, 2.5k citations indexed

About

David Fortus is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, David Fortus has authored 50 papers receiving a total of 2.5k indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 23 papers in Developmental and Educational Psychology and 16 papers in Experimental and Cognitive Psychology. Recurrent topics in David Fortus's work include Science Education and Pedagogy (30 papers), Education, Achievement, and Giftedness (14 papers) and Educational Strategies and Epistemologies (13 papers). David Fortus is often cited by papers focused on Science Education and Pedagogy (30 papers), Education, Achievement, and Giftedness (14 papers) and Educational Strategies and Epistemologies (13 papers). David Fortus collaborates with scholars based in Israel, United States and Germany. David Fortus's co-authors include Dana Vedder‐Weiss, Joseph Krajcik, Brian J. Reiser, Rachel Mamlok‐Naaman, Yael Shwartz, Joe Krajcik, R. Charles Dershimer, Ronald W. Marx, Lisa Kenyon and Christina V. Schwarz and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Research in Science Teaching and Science Education.

In The Last Decade

David Fortus

48 papers receiving 2.3k 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.

Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

2009 779 citations David Fortus, Yael Shwartz 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
David Fortus Israel	21	1.9k	1.1k	402	359	253	50	2.5k
Ravit Golan Duncan United States	22	2.8k 1.5×	1.9k 1.8×	323 0.8×	286 0.8×	360 1.4×	64	3.9k
Rachel Mamlok‐Naaman Israel	23	2.5k 1.3×	1.1k 1.0×	172 0.4×	179 0.5×	192 0.8×	63	3.1k
Daniel C. Edelson United States	19	2.3k 1.2×	1.8k 1.7×	260 0.6×	193 0.5×	536 2.1×	49	3.7k
William A. Sandoval United States	20	3.0k 1.6×	2.7k 2.5×	212 0.5×	267 0.7×	362 1.4×	57	4.0k
Russell Tytler Australia	28	2.7k 1.5×	1.4k 1.3×	523 1.3×	457 1.3×	96 0.4×	167	3.5k
Jari Lavonen Finland	25	1.5k 0.8×	698 0.7×	377 0.9×	395 1.1×	212 0.8×	177	2.3k
Philip Bell United States	13	1.3k 0.7×	1.0k 1.0×	130 0.3×	272 0.8×	214 0.8×	20	2.3k
Christina V. Schwarz United States	23	2.2k 1.2×	1.5k 1.4×	124 0.3×	243 0.7×	323 1.3×	44	2.7k
Adam V. Maltese United States	20	1.6k 0.9×	656 0.6×	743 1.8×	386 1.1×	302 1.2×	74	3.0k
Gregory J. Kelly United States	31	2.4k 1.3×	1.6k 1.5×	111 0.3×	150 0.4×	105 0.4×	86	3.1k

Countries citing papers authored by David Fortus

Since Specialization

Citations

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

Fields of papers citing papers by David Fortus

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of David Fortus

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

Nordine, Jeffrey & David Fortus. (2025). Reinventing Science Standards to Better Support Meaningful Science Learning. Journal of Research in Science Teaching. 63(1). 83–96.

Fortus, David, et al.. (2024). Motivational shifts when moving from face-to-face to distance learning. International Journal of Science Education. 47(14). 1810–1829.

Fortus, David, et al.. (2024). Exploring Features That Play a Role in Adolescents’ Science Identity Development. Research in Science Education. 54(5). 867–889. 1 indexed citations

Fortus, David, et al.. (2023). Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept?. Education Sciences. 13(12). 1179–1179. 3 indexed citations

Fortus, David, et al.. (2023). Self-positioning in relation to science: the stories of nine adolescents. International Journal of Science Education. 46(3). 240–280. 2 indexed citations

Fortus, David, et al.. (2022). Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel During COVID-19: Students’ Motivation and Teachers’ Motivational Practices. International Journal of Science and Mathematics Education. 21(7). 2173–2183. 6 indexed citations

Fortus, David, Jing Lin, Knut Neumann, & Troy D. Sadler. (2022). The role of affect in science literacy for all. International Journal of Science Education. 44(4). 535–555. 39 indexed citations

Yeshayahu, Yonatan, et al.. (2022). The Impact of the COVID-19 Lockdown on Parents and their Adolescent Children in Relation to Science Learning. Research in Science Education. 53(3). 541–558. 4 indexed citations

Kubsch, Marcus, et al.. (2021). Exploring a pathway towards energy conservation through emphasizing the connections between energy, systems, and fields. SHILAP Revista de lepidopterología. 3(1). 11 indexed citations

10.

Fortus, David, Marcus Kubsch, Joseph Krajcik, et al.. (2019). Systems, transfer, and fields: Evaluating a new approach to energy instruction. Journal of Research in Science Teaching. 56(10). 1341–1361. 32 indexed citations

11.

Kubsch, Marcus, Jeffrey Nordine, Knut Neumann, David Fortus, & Joseph Krajcik. (2018). Measuring Integrated Knowledge - A Network Analytical Approach.. ICLS. 4 indexed citations

12.

Fortus, David & Dana Vedder‐Weiss. (2014). Measuring students' continuing motivation for science learning. Journal of Research in Science Teaching. 51(4). 497–522. 101 indexed citations

13.

Ramnarain, Umesh & David Fortus. (2013). South African physical sciences teachers’ perceptions of new content in a revised curriculum. South African Journal of Education. 33(1). 1–15. 22 indexed citations

14.

Vedder‐Weiss, Dana & David Fortus. (2013). School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school. Journal of Research in Science Teaching. 50(8). 952–988. 80 indexed citations

15.

Vedder‐Weiss, Dana & David Fortus. (2012). Adolescents' declining motivation to learn science: A follow‐up study. Journal of Research in Science Teaching. 49(9). 1057–1095. 111 indexed citations

16.

Shwartz, Yael, et al.. (2009). Talking Science: Classroom Discussions and Their Role in Inquiry-Based Learning Environments. The Science Teacher. 76(5). 44. 10 indexed citations

17.

Fortus, David, et al.. (2008). The Driving Question Board.. The Science Teacher. 75(8). 33–37. 13 indexed citations

18.

Shwartz, Yael, et al.. (2008). The Driving Question Board: A Visual Organizer for Project-Based Science. The Science Teacher. 75(8). 33. 3 indexed citations

19.

Fortus, David. (2003). Design -based science and the transfer of science knowledge and real-world problem-solving skills.. Deep Blue (University of Michigan). 2 indexed citations

20.

Mamlok‐Naaman, Rachel, et al.. (2001). Learning Science by Designing Artifacts (LSDA)--A Case Study of the Development of a Design-Based Science Curriculum.. 5 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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