Jack A. Rowell
- Education top 2%
- Developmental and Educational Psychology top 5%
- Experimental and Cognitive Psychology
- Social Psychology
- Cognitive Neuroscience
- Co-authors
- C. J. DawsonChristopher DawsonJoseph D. NovakPeter MossRob WisemanJoan B. SimonSuzanne PopeHarry M. B. Hurwitz
- Topics
- Science Education and Pedagogy (17 papers)Educational Strategies and Epistemologies (7 papers)Innovative Teaching and Learning Methods (6 papers)
- Partner nations
- AustraliaUnited KingdomUnited States
In The Last Decade
Jack A. Rowell
38 papers receiving 517 citations
Peers
Comparison fields: 5 of 68
- Education 517
- Developmental and Educational Psychology 305
- Experimental and Cognitive Psychology 63
- Social Psychology 58
- Cognitive Neuroscience 45
Countries citing papers authored by Jack A. Rowell
This map shows the geographic impact of Jack A. Rowell'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 Jack A. Rowell with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jack A. Rowell more than expected).
Fields of papers citing papers by Jack A. Rowell
This network shows the impact of papers produced by Jack A. Rowell. 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 Jack A. Rowell. The network helps show where Jack A. Rowell may publish in the future.
Co-authorship network of co-authors of Jack A. Rowell
This figure shows the co-authorship network connecting the top 25 collaborators of Jack A. Rowell. A scholar is included among the top collaborators of Jack A. Rowell 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 Jack A. Rowell. Jack A. Rowell is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 4 | |
| 2 | 3 | |
| 3 | Probing Students' Non-Scientific Conceptions: A New Tool for Conventional and Action-Research in Science Teaching. | 3 |
| 4 | 6 | |
| 5 | 39 | |
| 6 | 1 | |
| 7 | 4 | |
| 8 | 5 | |
| 9 | 55 | |
| 10 | 6 | |
| 11 | 7 | |
| 12 | 63 | |
| 13 | 19 | |
| 14 | 2 | |
| 15 | 17 | |
| 16 | 4 | |
| 17 | 17 | |
| 18 | 36 | |
| 19 | 9 | |
| 20 | 1 |
About Jack A. Rowell
Jack A. Rowell is a scholar working on Developmental and Educational Psychology, Education and General Psychology, having authored 40 papers that have together received 645 indexed citations. Recurring topics across this work include Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (7 papers) and Innovative Teaching and Learning Methods (6 papers). The work is most often cited by research in Developmental and Educational Psychology (305 citations), Education (517 citations) and History and Philosophy of Science (30 citations). Jack A. Rowell has collaborated with scholars based in Australia, United Kingdom and United States. Frequent co-authors include C. J. Dawson, Christopher Dawson, Joseph D. Novak, Peter Moss, Rob Wiseman, Joan B. Simon, Suzanne Pope and Harry M. B. Hurwitz. Their work appears in journals such as Journal of Research in Science Teaching, Science Education and British Journal of Psychology.
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.