Gregory P. Thomas

1.2k total citations
39 papers, 712 citations indexed

About

Gregory P. Thomas is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, Gregory P. Thomas has authored 39 papers receiving a total of 712 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Education, 27 papers in Developmental and Educational Psychology and 4 papers in Physical and Theoretical Chemistry. Recurrent topics in Gregory P. Thomas's work include Innovative Teaching and Learning Methods (21 papers), Science Education and Pedagogy (16 papers) and Educational Strategies and Epistemologies (12 papers). Gregory P. Thomas is often cited by papers focused on Innovative Teaching and Learning Methods (21 papers), Science Education and Pedagogy (16 papers) and Educational Strategies and Epistemologies (12 papers). Gregory P. Thomas collaborates with scholars based in Canada, Hong Kong and Australia. Gregory P. Thomas's co-authors include Campbell J. McRobbie, David P. Anderson, Samson Madera Nashon, Bing Wei, Hope E. Wilson, Daniel H. Robinson, Tom Haladyna, A. Meldrum, Justin Cheng and Kevin Tse 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

Gregory P. Thomas

39 papers receiving 619 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Gregory P. Thomas Canada 17 566 372 59 57 46 39 712
Catherine Milne United States 12 349 0.6× 179 0.5× 73 1.2× 79 1.4× 60 1.3× 46 556
Teresa Crawford United States 11 575 1.0× 375 1.0× 42 0.7× 55 1.0× 107 2.3× 17 737
Mark Girod United States 12 413 0.7× 236 0.6× 114 1.9× 87 1.5× 63 1.4× 25 619
Lama Z. Jaber United States 13 620 1.1× 359 1.0× 67 1.1× 108 1.9× 99 2.2× 30 778
Kay Brimijoin United States 4 577 1.0× 175 0.5× 62 1.1× 51 0.9× 65 1.4× 6 732
Bruce C. Howard United States 10 622 1.1× 680 1.8× 133 2.3× 94 1.6× 43 0.9× 28 974
Brian L. Gerber United States 11 338 0.6× 161 0.4× 53 0.9× 83 1.5× 58 1.3× 23 543
Brianna M. Scott United States 7 482 0.9× 458 1.2× 61 1.0× 88 1.5× 124 2.7× 10 767
Jacques Haenen Netherlands 7 395 0.7× 313 0.8× 37 0.6× 40 0.7× 87 1.9× 16 727
Rena Dorph United States 8 387 0.7× 248 0.7× 73 1.2× 75 1.3× 50 1.1× 15 597

Countries citing papers authored by Gregory P. Thomas

Since Specialization
Citations

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

Fields of papers citing papers by Gregory P. Thomas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gregory P. Thomas. 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 Gregory P. Thomas. The network helps show where Gregory P. Thomas may publish in the future.

Co-authorship network of co-authors of Gregory P. Thomas

This figure shows the co-authorship network connecting the top 25 collaborators of Gregory P. Thomas. A scholar is included among the top collaborators of Gregory P. Thomas 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 Gregory P. Thomas. Gregory P. Thomas 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.
Thomas, Gregory P., et al.. (2024). Using continua to analyze qualitative data investigating epistemic beliefs about physics knowledge: Visualizing beliefs. Physical Review Physics Education Research. 20(1). 1 indexed citations
2.
Thomas, Gregory P., et al.. (2022). Factor Structure and Dimensionality of an Instrument designed to Measure the Metacognitive Orientation of Thai Science Classroom Learning Environments. SHILAP Revista de lepidopterología. 8(4). 805–818. 1 indexed citations
3.
Thomas, Gregory P.. (2021). A perspective on ‘thinking’ (and why it is important for metacognition). University of Alberta Library. 1 indexed citations
4.
Thomas, Gregory P. & A. Meldrum. (2018). Students’ perceptions of changes to the learning environments of undergraduate physics laboratories. Interactive Technology and Smart Education. 15(2). 165–180. 4 indexed citations
5.
Thomas, Gregory P., A. Meldrum, & John Beamish. (2017). Transforming the Learning Environment of Undergraduate Physics Laboratories to Enhance Physics Inquiry Processes. SHILAP Revista de lepidopterología. 8. 5 indexed citations
6.
Thomas, Gregory P., et al.. (2015). Mainland Chinese students conceptions of learning science: A phenomenographic study in Hebei and Shandong Provinces. International Journal of Educational Research. 75. 76–87. 10 indexed citations
7.
Anderson, David P. & Gregory P. Thomas. (2014). "Prospecting for Metacognition" in a Science Museum: A Metaphor Reflecting Hermeneutic Inquiry.. Issues in educational research. 24(1). 1–20. 6 indexed citations
8.
9.
Thomas, Gregory P.. (2013). Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning. International Journal of Science Education. 35(7). 1183–1207. 35 indexed citations
10.
Thomas, Gregory P. & David P. Anderson. (2013). Changing the metacognitive orientation of a classroom environment to enhance students’ metacognition regarding chemistry learning. Learning Environments Research. 17(1). 139–155. 25 indexed citations
11.
Thomas, Gregory P. & Campbell J. McRobbie. (2012). Eliciting Metacognitive Experiences and Reflection in a Year 11 Chemistry Classroom: An Activity Theory Perspective. Journal of Science Education and Technology. 22(3). 300–313. 12 indexed citations
12.
Thomas, Gregory P.. (2006). Editorial – Metacognition and Science Education: Pushing Forward from a Solid Foundation. Research in Science Education. 36(1-2). 1–6. 3 indexed citations
13.
Wei, Bing & Gregory P. Thomas. (2006). An Examination of the Change of the Junior Secondary School Chemistry Curriculum in the P. R. China: In the View of Scientific Literacy. Research in Science Education. 36(4). 403–418. 17 indexed citations
14.
Thomas, Gregory P., et al.. (2005). Changing the Learning Environment to Enhance Students' Metacognition in Hong Kong Primary School Classrooms. Learning Environments Research. 8(3). 221–243. 25 indexed citations
15.
Thomas, Gregory P.. (2004). Dimensionality and construct validity of an instrument designed to measure the metacognitive orientation of science classroom learning environments.. PubMed. 5(4). 367–84. 10 indexed citations
16.
17.
Thomas, Gregory P. & Campbell J. McRobbie. (2002). Collaborating to enhance student reasoning: Frances' account of her reflections while teaching chemical equilibrium. International Journal of Science Education. 24(4). 405–423. 3 indexed citations
18.
McRobbie, Campbell J. & Gregory P. Thomas. (2000). Epistemological and contextual issues in the use of microcomputer-based laboratories in a year 11 chemistry classroom. 19(2). 137–160. 13 indexed citations
19.
McRobbie, Campbell J. & Gregory P. Thomas. (2000). . Learning Environments Research. 3(3). 209–227. 12 indexed citations
20.
Thomas, Gregory P. & Campbell J. McRobbie. (1999). The Potential of Metaphor for Investigating and Reforming Teachers’ and Students’ Classroom Practices. Educational Practice and Theory. 21(2). 87–102. 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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