Hunter G. Close

650 total citations
33 papers, 450 citations indexed

About

Hunter G. Close is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Hunter G. Close has authored 33 papers receiving a total of 450 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 14 papers in Developmental and Educational Psychology and 8 papers in Experimental and Cognitive Psychology. Recurrent topics in Hunter G. Close's work include Science Education and Pedagogy (18 papers), Educational Strategies and Epistemologies (7 papers) and Language, Metaphor, and Cognition (7 papers). Hunter G. Close is often cited by papers focused on Science Education and Pedagogy (18 papers), Educational Strategies and Epistemologies (7 papers) and Language, Metaphor, and Cognition (7 papers). Hunter G. Close collaborates with scholars based in United States and Sweden. Hunter G. Close's co-authors include Rachel E. Scherr, Eleanor W. Close, Stamatis Vokos, Sarah B. McKagan, Paula R. L. Heron, Amy D. Robertson, N. Sanjay Rebello, Michael Wittmann, Virginia J. Flood and David Donnelly and has published in prestigious journals such as American Journal of Physics, Science Education and International Journal of Science Education.

In The Last Decade

Hunter G. Close

30 papers receiving 422 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Hunter G. Close United States 11 327 200 86 45 40 33 450
David T. Brookes United States 12 517 1.6× 243 1.2× 114 1.3× 35 0.8× 28 0.7× 37 664
Eleanor C. Sayre United States 13 455 1.4× 218 1.1× 78 0.9× 44 1.0× 8 0.2× 51 582
Adrian Madsen United States 8 290 0.9× 132 0.7× 135 1.6× 14 0.3× 17 0.4× 18 411
Eleanor W. Close United States 9 199 0.6× 108 0.5× 45 0.5× 14 0.3× 21 0.5× 27 285
Jesper Haglund Sweden 16 422 1.3× 198 1.0× 137 1.6× 86 1.9× 41 1.0× 52 641
Michael Komorek Germany 7 321 1.0× 197 1.0× 45 0.5× 20 0.4× 13 0.3× 7 415
Megan Wawro United States 14 477 1.5× 237 1.2× 35 0.4× 11 0.2× 20 0.5× 27 563
Mark Cosgrove Australia 8 440 1.3× 256 1.3× 59 0.7× 20 0.4× 20 0.5× 12 519
Rachel Henderson United States 11 212 0.6× 68 0.3× 98 1.1× 23 0.5× 17 0.4× 26 347
David Shipstone United Kingdom 6 397 1.2× 206 1.0× 47 0.5× 53 1.2× 12 0.3× 10 469

Countries citing papers authored by Hunter G. Close

Since Specialization
Citations

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

Fields of papers citing papers by Hunter G. Close

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Hunter G. Close. 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 Hunter G. Close. The network helps show where Hunter G. Close may publish in the future.

Co-authorship network of co-authors of Hunter G. Close

This figure shows the co-authorship network connecting the top 25 collaborators of Hunter G. Close. A scholar is included among the top collaborators of Hunter G. Close 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 Hunter G. Close. Hunter G. Close 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.
Close, Hunter G., et al.. (2019). Student Cognition in Physics Group Exams. The Physics Video Demonstration Database (Cornell University). 1 indexed citations
2.
Wolf, S. F., et al.. (2018). Information flow in group exams. The Physics Video Demonstration Database (Cornell University). 444–447. 1 indexed citations
3.
Close, Eleanor W., et al.. (2018). Characterization of time scale for detecting impacts of reforms in an undergraduate physics program. The Physics Video Demonstration Database (Cornell University). 88–91. 3 indexed citations
4.
Haglund, Jesper, et al.. (2018). The pedagogical value of conceptual metaphor for secondary science teachers. Science Education. 102(5). 1051–1076. 17 indexed citations
5.
Wolf, S. F., et al.. (2016). Group Formation on Physics Exams. The Physics Video Demonstration Database (Cornell University). 400–403. 2 indexed citations
6.
Close, Eleanor W., et al.. (2016). Becoming physics people: Development of integrated physics identity through the Learning Assistant experience. Physical Review Physics Education Research. 12(1). 75 indexed citations
7.
Close, Eleanor W., et al.. (2015). Learning Assistant Identity Development: Is One Semester Enough?. The Physics Video Demonstration Database (Cornell University). 55–58. 6 indexed citations
8.
Close, Hunter G. & Rachel E. Scherr. (2015). Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy. International Journal of Science Education. 37(5-6). 839–866. 32 indexed citations
9.
Close, Hunter G., et al.. (2014). Students' dynamic geometric reasoning about quantum spin-1/2 states. The Physics Video Demonstration Database (Cornell University). 93–96. 3 indexed citations
10.
Close, Eleanor W., et al.. (2014). Learning Assistants' Development of Physics (Teacher) Identity. The Physics Video Demonstration Database (Cornell University). 89–92. 5 indexed citations
11.
Close, Hunter G., et al.. (2014). Student use of a material anchor for quantum wave functions. The Physics Video Demonstration Database (Cornell University). 325–328.
12.
Close, Eleanor W., Hunter G. Close, & David Donnelly. (2013). Understanding the learning assistant experience with physics identity. AIP conference proceedings. 106–109. 13 indexed citations
13.
Close, Hunter G., et al.. (2012). Analysis of Lagrange's original derivation of the Euler-Lagrange Differential Equation. Bulletin of the American Physical Society. 57(2).
14.
Scherr, Rachel E., Hunter G. Close, Sarah B. McKagan, & Stamatis Vokos. (2012). Representing energy. I. Representing a substance ontology for energy. Physical Review Special Topics - Physics Education Research. 8(2). 73 indexed citations
15.
McKagan, Sarah B., Rachel E. Scherr, Eleanor W. Close, et al.. (2012). Criteria for creating and categorizing forms of energy. AIP conference proceedings. 279–282. 8 indexed citations
16.
Scherr, Rachel E., Hunter G. Close, Sarah B. McKagan, & Stamatis Vokos. (2012). Representing a substance ontology for energy. 5 indexed citations
17.
Scherr, Rachel E., Michael Wittmann, Hunter G. Close, et al.. (2012). Elements of proximal formative assessment in learners' discourse about energy. AIP conference proceedings. 203–206. 3 indexed citations
18.
Scherr, Rachel E. & Hunter G. Close. (2010). Transformative professional development: cultivating concern with others' thinking as the root of teacher identity. International Conference of Learning Sciences. 388–395. 2 indexed citations
19.
Close, Hunter G., Eleanor W. Close, Rachel E. Scherr, et al.. (2010). Using The Algebra Project Method To Regiment Discourse In An Energy Course for Teachers. AIP conference proceedings. 9–12. 8 indexed citations
20.
Scherr, Rachel E., Hunter G. Close, Sarah B. McKagan, et al.. (2010). “Energy Theater”: Using The Body Symbolically To Understand Energy. AIP conference proceedings. 293–296. 8 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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Breakdown of academic impact, for papers by David T. Brookes Breakdown of academic impact, for papers by Eleanor C. Sayre Breakdown of academic impact, for papers by Adrian Madsen Breakdown of academic impact, for papers by Eleanor W. Close Breakdown of academic impact, for papers by Jesper Haglund Breakdown of academic impact, for papers by Michael Komorek Breakdown of academic impact, for papers by Megan Wawro Breakdown of academic impact, for papers by Mark Cosgrove Breakdown of academic impact, for papers by Rachel Henderson Breakdown of academic impact, for papers by David Shipstone
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