Jonathon Grooms

1.0k total citations
23 papers, 751 citations indexed

About

Jonathon Grooms is a scholar working on Education, Developmental and Educational Psychology and General Agricultural and Biological Sciences. According to data from OpenAlex, Jonathon Grooms has authored 23 papers receiving a total of 751 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 12 papers in Developmental and Educational Psychology and 3 papers in General Agricultural and Biological Sciences. Recurrent topics in Jonathon Grooms's work include Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (11 papers) and Education and Critical Thinking Development (11 papers). Jonathon Grooms is often cited by papers focused on Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (11 papers) and Education and Critical Thinking Development (11 papers). Jonathon Grooms collaborates with scholars based in United States and Türkiye. Jonathon Grooms's co-authors include Victor Sampson, Joi P. Walker, Patrick Enderle, Shelbie Witte, Sherry A. Southerland, Alan R. Berkowitz and Jennifer Schellinger and has published in prestigious journals such as Journal of Research in Science Teaching, Science Education and International Journal of Science Education.

In The Last Decade

Jonathon Grooms

22 papers receiving 690 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jonathon Grooms United States 12 684 452 30 24 24 23 751
Janet E. Coffey United States 9 686 1.0× 333 0.7× 23 0.8× 26 1.1× 17 0.7× 13 773
Murat Günel Türkiye 11 577 0.8× 355 0.8× 17 0.6× 16 0.7× 48 2.0× 25 655
Bing Wei Macao 14 401 0.6× 162 0.4× 20 0.7× 28 1.2× 35 1.5× 56 463
Mehmet Aydeniz United States 15 523 0.8× 212 0.5× 12 0.4× 27 1.1× 47 2.0× 41 602
Frackson Mumba United States 11 332 0.5× 143 0.3× 19 0.6× 26 1.1× 19 0.8× 47 399
Orit Herscovitz Israel 9 434 0.6× 191 0.4× 19 0.6× 35 1.5× 54 2.3× 16 533
Ebru Kaya Türkiye 15 651 1.0× 461 1.0× 13 0.4× 71 3.0× 24 1.0× 36 706
Léonard P. Rivard Canada 8 532 0.8× 376 0.8× 9 0.3× 25 1.0× 21 0.9× 20 635
Sukjin Kang South Korea 8 350 0.5× 216 0.5× 12 0.4× 56 2.3× 41 1.7× 38 447
Noemi Waight United States 11 254 0.4× 141 0.3× 16 0.5× 38 1.6× 40 1.7× 19 328

Countries citing papers authored by Jonathon Grooms

Since Specialization
Citations

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

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

20 of 20 papers shown
1.
Enderle, Patrick, et al.. (2022). 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. 44(14). 1–27. 5 indexed citations
2.
Grooms, Jonathon, et al.. (2021). Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science. Journal of Chemical Education. 98(7). 2167–2175. 7 indexed citations
3.
Grooms, Jonathon. (2020). A Comparison of Argument Quality and Students’ Conceptions of Data and Evidence for Undergraduates Experiencing Two Types of Laboratory Instruction. Journal of Chemical Education. 97(8). 2057–2064. 19 indexed citations
4.
Grooms, Jonathon, Victor Sampson, & Patrick Enderle. (2018). 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. 55(9). 1264–1286. 50 indexed citations
5.
Southerland, Sherry A., et al.. (2017). Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study. School Science and Mathematics. 117(3-4). 92–103. 15 indexed citations
6.
Grooms, Jonathon, Patrick Enderle, & Victor Sampson. (2015). Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry.. Science educator. 24(1). 45–50. 35 indexed citations
7.
Schellinger, Jennifer, et al.. (2014). Development of an Instrument to Assess Student Knowledge Necessary to Critically Evaluate Scientific Claims in the Popular Media. Journal of College Science Teaching. 43(5). 55–70. 5 indexed citations
8.
Grooms, Jonathon, et al.. (2014). Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues. International Journal of Science Education. 36(9). 1412–1433. 44 indexed citations
9.
Enderle, Patrick, Jonathon Grooms, & Victor Sampson. (2013). The Use of Argumentation in Science Education to Promote the Development of Science Proficiency: A Comparative Case Study.. Society for Research on Educational Effectiveness. 6 indexed citations
10.
Sampson, Victor, Patrick Enderle, Jonathon Grooms, & Shelbie Witte. (2013). 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. 97(5). 643–670. 115 indexed citations
11.
Sampson, Victor, Patrick Enderle, & Jonathon Grooms. (2013). Argumentation in Science Education: Helping Students Understand the Nature of Scientific Argumentation so they can Meet the New Science Standards. The Science Teacher. 80(5). 30–33. 9 indexed citations
12.
Sampson, Victor, Patrick Enderle, & Jonathon Grooms. (2013). Development and Initial Validation of the Beliefs About Reformed Science Teaching and Learning (BARSTL) Questionnaire. School Science and Mathematics. 113(1). 3–15. 22 indexed citations
13.
Walker, Joi P., et al.. (2012). 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. 41(4). 74–81. 53 indexed citations
14.
Grooms, Jonathon, et al.. (2012). Generating Arguments about Climate Change. 35(7). 26–34. 3 indexed citations
15.
Grooms, Jonathon. (2011). Using Argument-Driven Inquiry to enhance students' argument sophistication when supporting a stance in the context of Socioscientific Issues. PhDT. 2 indexed citations
16.
Walker, Joi P., et al.. (2011). A Performance-Based Assessment for Limiting Reactants. Journal of Chemical Education. 88(9). 1243–1246. 10 indexed citations
17.
Sampson, Victor & Jonathon Grooms. (2010). Generate an Argument: An Instructional Model: Promoting and Supporting Scientific Argumentation outside the Lab. The Science Teacher. 77(5). 32. 1 indexed citations
18.
Sampson, Victor & Jonathon Grooms. (2010). Generate an Argument: An Instructional Model.. The Science Teacher. 77(5). 32–37. 9 indexed citations
19.
Sampson, Victor, Jonathon Grooms, & Joi P. Walker. (2009). Argument-Driven Inquiry.. The Science Teacher. 76(8). 42–47. 16 indexed citations
20.
Sampson, Victor, Jonathon Grooms, & Joi P. Walker. (2009). Argument-Driven Inquiry: A Way to Promote Learning during Laboratory Activities. The Science Teacher. 76(8). 42. 18 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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