Jonathon Grooms
About
In The Last Decade
Jonathon Grooms
22 papers receiving 690 citations
Peers
Comparison fields: 5 of 56
- Education 684
- Developmental and Educational Psychology 452
- Physical and Theoretical Chemistry 30
- Social Psychology 24
- Information Systems 24
Countries citing papers authored by Jonathon Grooms
This map shows the geographic impact of Jonathon Grooms'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 Jonathon Grooms with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jonathon Grooms more than expected).
Fields of papers citing papers by Jonathon Grooms
This network shows the impact of papers produced by Jonathon Grooms. 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 Jonathon Grooms. The network helps show where Jonathon Grooms may publish in the future.
Co-authorship network of co-authors of Jonathon Grooms
This figure shows the co-authorship network connecting the top 25 collaborators of Jonathon Grooms. A scholar is included among the top collaborators of Jonathon Grooms 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 Jonathon Grooms. Jonathon Grooms 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 | How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices | International Journal of Science Education | Patrick Enderle, Jonathon Grooms et al. | 5 |
| 2 | Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science | Journal of Chemical Education | Jonathon Grooms, Alan R. Berkowitz et al. | 7 |
| 3 | A Comparison of Argument Quality and Students’ Conceptions of Data and Evidence for Undergraduates Experiencing Two Types of Laboratory Instruction | Journal of Chemical Education | Jonathon Grooms | 19 |
| 4 | How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation | Journal of Research in Science Teaching | Jonathon Grooms, Victor Sampson et al. | 50 |
| 5 | Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study | School Science and Mathematics | Sherry A. Southerland, Victor Sampson et al. | 15 |
| 6 | Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry. | Science educator | Jonathon Grooms, Patrick Enderle et al. | 35 |
| 7 | Development of an Instrument to Assess Student Knowledge Necessary to Critically Evaluate Scientific Claims in the Popular Media | Journal of College Science Teaching | Jennifer Schellinger, Jonathon Grooms et al. | 5 |
| 8 | Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues | International Journal of Science Education | Jonathon Grooms, Victor Sampson et al. | 44 |
| 9 | The Use of Argumentation in Science Education to Promote the Development of Science Proficiency: A Comparative Case Study. | Society for Research on Educational Effectiveness | Patrick Enderle, Jonathon Grooms et al. | 6 |
| 10 | Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas | Science Education | Victor Sampson, Patrick Enderle et al. | 115 |
| 11 | Argumentation in Science Education: Helping Students Understand the Nature of Scientific Argumentation so they can Meet the New Science Standards | The Science Teacher | Victor Sampson, Patrick Enderle et al. | 9 |
| 12 | Development and Initial Validation of the Beliefs About Reformed Science Teaching and Learning ( | School Science and Mathematics | Victor Sampson, Patrick Enderle et al. | 22 |
| 13 | Argument-Driven Inquiry in Undergraduate Chemistry Labs: The Impact on Students' Conceptual Understanding, Argument Skills, and Attitudes toward Science. | The journal of college science teaching | Joi P. Walker, Victor Sampson et al. | 53 |
| 14 | Generating Arguments about Climate Change | Jonathon Grooms, Victor Sampson et al. | 3 | |
| 15 | Using Argument-Driven Inquiry to enhance students' argument sophistication when supporting a stance in the context of Socioscientific Issues | PhDT | Jonathon Grooms | 2 |
| 16 | A Performance-Based Assessment for Limiting Reactants | Journal of Chemical Education | Joi P. Walker, Victor Sampson et al. | 10 |
| 17 | Generate an Argument: An Instructional Model: Promoting and Supporting Scientific Argumentation outside the Lab | The Science Teacher | Victor Sampson, Jonathon Grooms | 1 |
| 18 | Generate an Argument: An Instructional Model. | The Science Teacher | Victor Sampson, Jonathon Grooms | 9 |
| 19 | Argument-Driven Inquiry. | The Science Teacher | Victor Sampson, Jonathon Grooms et al. | 16 |
| 20 | Argument-Driven Inquiry: A Way to Promote Learning during Laboratory Activities | The Science Teacher | Victor Sampson, Jonathon Grooms et al. | 18 |
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.