Jonathan T. Shemwell

673 total citations
15 papers, 451 citations indexed

About

Jonathan T. Shemwell is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Jonathan T. Shemwell has authored 15 papers receiving a total of 451 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 11 papers in Developmental and Educational Psychology and 4 papers in Experimental and Cognitive Psychology. Recurrent topics in Jonathan T. Shemwell's work include Science Education and Pedagogy (10 papers), Educational Strategies and Epistemologies (8 papers) and Education and Critical Thinking Development (5 papers). Jonathan T. Shemwell is often cited by papers focused on Science Education and Pedagogy (10 papers), Educational Strategies and Epistemologies (8 papers) and Education and Critical Thinking Development (5 papers). Jonathan T. Shemwell collaborates with scholars based in United States, Israel and Germany. Jonathan T. Shemwell's co-authors include Jayson Nissen, Erin Marie Furtak, Daniel K. Capps, Daniel L. Schwartz, Catherine C. Chase, Richard J. Shavelson, Ashley Young, Carlos Ayala, Maria Araceli Ruiz‐Primo and Yue Yin and has published in prestigious journals such as Journal of Research in Science Teaching, International Journal of Science Education and Journal of Science Education and Technology.

In The Last Decade

Jonathan T. Shemwell

14 papers receiving 412 citations

Peers

Jonathan T. Shemwell

EDUCA

DEP

ECP

Gaye Williams Australia

Mikael Winberg Sweden

Karin Scager Netherlands

Irit Sasson Israel

Anne Deiglmayr Germany

Kerstin Schütte Germany

Jamaal Young United States

Melony Holyfield Allen United States

Thanita Lerdpornkulrat Thailand

Martijn J. M. Leenknecht Netherlands

Gaye Williams Australia

Jonathan T. Shemwell

218 ×0.6

EDUCA

111 ×0.6

DEP

61 ×0.6

ECP

44 ×0.6

31 ×0.8

Citations per year, relative to Jonathan T. Shemwell Jonathan T. Shemwell (= 1×) peers Gaye Williams

Countries citing papers authored by Jonathan T. Shemwell

Since Specialization

Citations

This map shows the geographic impact of Jonathan T. Shemwell'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 Jonathan T. Shemwell with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jonathan T. Shemwell more than expected).

Fields of papers citing papers by Jonathan T. Shemwell

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jonathan T. Shemwell. 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 Jonathan T. Shemwell. The network helps show where Jonathan T. Shemwell may publish in the future.

Co-authorship network of co-authors of Jonathan T. Shemwell

This figure shows the co-authorship network connecting the top 25 collaborators of Jonathan T. Shemwell. A scholar is included among the top collaborators of Jonathan T. Shemwell 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 Jonathan T. Shemwell. Jonathan T. Shemwell is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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15 of 15 papers shown

Shemwell, Jonathan T., et al.. (2023). Integrative Analysis Using Big Ideas: Energy Transfer and Cellular Respiration. Journal of Science Education and Technology. 32(4). 510–529. 1 indexed citations

Capps, Daniel K. & Jonathan T. Shemwell. (2020). Moving beyond the model as a copy problem: investigating the utility of teaching about structure-preserving transformations in the model-referent relationship. International Journal of Science Education. 42(12). 2008–2031. 10 indexed citations

Nissen, Jayson & Jonathan T. Shemwell. (2016). Gender, experience, and self-efficacy in introductory physics. Physical Review Physics Education Research. 12(2). 114 indexed citations

Capps, Daniel K., Jonathan T. Shemwell, & Ashley Young. (2016). Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching. International Journal of Science Education. 38(6). 934–959. 44 indexed citations

Barth-Cohen, Lauren, et al.. (2015). What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems. Journal of Science Education and Technology. 25(1). 50–61. 19 indexed citations

Shemwell, Jonathan T., Shirly Avargil, & Daniel K. Capps. (2015). Grappling with long‐term learning in science: A qualitative study of teachers' views of developmentally oriented instruction. Journal of Research in Science Teaching. 52(8). 1163–1187. 11 indexed citations

Shemwell, Jonathan T., et al.. (2015). Supporting Teachers to Attend to Generalisation in Science Classroom Argumentation. International Journal of Science Education. 37(4). 599–628. 11 indexed citations

Shemwell, Jonathan T., Catherine C. Chase, & Daniel L. Schwartz. (2014). Seeking the general explanation: A test of inductive activities for learning and transfer. Journal of Research in Science Teaching. 52(1). 58–83. 60 indexed citations

Nissen, Jayson, MacKenzie R. Stetzer, & Jonathan T. Shemwell. (2013). The experience sampling method: Investigating students' affective experience. AIP conference proceedings. 294–297. 3 indexed citations

10.

Chase, Catherine C., Jonathan T. Shemwell, & Daniel L. Schwartz. (2010). Explaining across contrasting cases for deep understanding in science: an example using interactive simulations. International Conference of Learning Sciences. 153–160. 15 indexed citations

11.

Shemwell, Jonathan T. & Erin Marie Furtak. (2010). Science Classroom Discussion as Scientific Argumentation: A Study of Conceptually Rich (and Poor) Student Talk. Educational Assessment. 15(3-4). 222–250. 33 indexed citations

12.

Furtak, Erin Marie, et al.. (2010). A Framework for Analyzing Evidence-Based Reasoning in Science Classroom Discourse. Educational Assessment. 15(3-4). 175–196. 44 indexed citations

13.

Furtak, Erin Marie, et al.. (2009). RUNNING HEAD: REASONING IN SCIENCE CLASSROOM DISCOURSE A FRAMEWORK FOR ANALYZING EVIDENCE-BASED REASONING IN SCIENCE CLASSROOM DISCOURSE. 1 indexed citations

14.

Shemwell, Jonathan T. & Erin Marie Furtak. (2009). ARGUMENT-DRIVEN FORMATIVE ASSESSMENT FOR CONCEPTUAL SCIENCE LEARNING. 1 indexed citations

15.

Furtak, Erin Marie, Maria Araceli Ruiz‐Primo, Jonathan T. Shemwell, et al.. (2008). On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning. Applied Measurement in Education. 21(4). 360–389. 84 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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