Douglas B. Clark
About
In The Last Decade
Douglas B. Clark
80 papers receiving 4.0k citations
Hit Papers
Peers
Comparison fields: 5 of 112
- Developmental and Educational Psychology 2.9k
- Education 2.4k
- Computer Science Applications 999
- Sociology and Political Science 452
- Information Systems 367
Countries citing papers authored by Douglas B. Clark
This map shows the geographic impact of Douglas B. Clark'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 Douglas B. Clark with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Douglas B. Clark more than expected).
Fields of papers citing papers by Douglas B. Clark
This network shows the impact of papers produced by Douglas B. Clark. 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 Douglas B. Clark. The network helps show where Douglas B. Clark may publish in the future.
Co-authorship network of co-authors of Douglas B. Clark
This figure shows the co-authorship network connecting the top 25 collaborators of Douglas B. Clark. A scholar is included among the top collaborators of Douglas B. Clark 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 Douglas B. Clark. Douglas B. Clark is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Title | Journal | Authors | Indexed citations |
|---|---|---|---|---|
| 1 | Fostering STEM identity through storytelling: links to belonging, self-efficacy, classroom climate, and lab performance | Chemistry Education Research and Practice | Douglas B. Clark et al. | 0 |
| 2 | Reframing Design in Education: Proposing a Framework to Support Pre-Service Teachers in Adopting Designerly Stances | Proceedings. | Douglas B. Clark, David Scott et al. | 0 |
| 3 | Intrinsic and instrumental care in pen pal letters: Recognizing care in STEM classrooms | Science Education | Ashlyn Pierson, Corey Brady et al. | 1 |
| 4 | Vygotskian hybridizing of motion and mapping: Learning about geometric transformations in block-based programming environments | Mathematical Thinking and Learning | Corey Brady, Douglas B. Clark et al. | 0 |
| 5 | Different strategies to facilitate meaningful reflections among post-secondary students in a community service learning water project | Chemistry Education Research and Practice | Douglas B. Clark et al. | 1 |
| 6 | The Relationship Between Demographic Variables and Scientific Creativity: Mediating and Moderating Roles of Scientific Process Skills | Research in Science Education | Gökhan Özdemir, Douglas B. Clark et al. | 13 |
| 7 | Identifying middle school students’ challenges in computational thinking-based science learning | Research and Practice in Technology Enhanced Learning | Satabdi Basu, Gautam Biswas et al. | 83 |
| 8 | When Friends Argue: Investigating Argumentative Learning Processes in Facebook. | International Conference of Learning Sciences | Dimitra Tsovaltzi, Christa S. C. Asterhan et al. | 2 |
| 9 | Digital Games and Science Learning: Design Principles and Processes to Augment Commercial Game Design Conventions. | Douglas B. Clark, Stephen S. Killingsworth et al. | 1 | |
| 10 | Connecting Learning Goals and Component Cognitive Skills in Digital Games | Cognitive Science | Stephen S. Killingsworth, Douglas B. Clark | 1 |
| 11 | Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework breakdown → | Education and Information Technologies | Pratim Sengupta, John S. Kinnebrew et al. | 359 |
| 12 | Games, Learning, and Society | Cambridge University Press eBooks | Constance Steinkuehler, Roy Pea et al. | 63 |
| 13 | SURGE: intended and unintended science learning in games | International Conference of Learning Sciences | Douglas B. Clark, Mario Martinez-Garza et al. | 2 |
| 14 | SURGE: integrating Vygotsky's spontaneous and instructed concepts in a digital game? | International Conference of Learning Sciences | Douglas B. Clark, Brian C. Nelson et al. | 6 |
| 15 | A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups | Research in Science Education | Victor Sampson, Douglas B. Clark | 90 |
| 16 | Improving the design and impact of interactive, dynamic visualizations for science learning | International Conference of Learning Sciences | Marcia C. Linn, Chris Quintana et al. | 4 |
| 17 | Science for ELLs: Rethinking Our Approach | The Science Teacher | William Medina‐Jerez, Douglas B. Clark et al. | 10 |
| 18 | Assessment of argument in science education: a critical review of the literature | International Conference of Learning Sciences | Victor Sampson, Douglas B. Clark | 27 |
| 19 | Argumentative knowledge construction in CSCL | Utrecht University Repository (Utrecht University) | Armin Weinberger, Douglas B. Clark et al. | 6 |
| 20 | Personally‐Seeded Discussions to Scaffold Online Argumentation | International Journal of Science Education | Douglas B. Clark, Victor Sampson | 151 |
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.