Judith S. Lederman

3.0k total citations · 3 hit papers
54 papers, 1.3k citations indexed

About

Judith S. Lederman is a scholar working on Education, Developmental and Educational Psychology and General Agricultural and Biological Sciences. According to data from OpenAlex, Judith S. Lederman has authored 54 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 23 papers in Developmental and Educational Psychology and 10 papers in General Agricultural and Biological Sciences. Recurrent topics in Judith S. Lederman's work include Science Education and Pedagogy (32 papers), Education and Critical Thinking Development (17 papers) and Educational Strategies and Epistemologies (15 papers). Judith S. Lederman is often cited by papers focused on Science Education and Pedagogy (32 papers), Education and Critical Thinking Development (17 papers) and Educational Strategies and Epistemologies (15 papers). Judith S. Lederman collaborates with scholars based in United States, China and South Africa. Judith S. Lederman's co-authors include Norman G. Lederman, Selina L. Bartels, Stephen Bartos, Allison Antink‐Meyer, Reneé Schwartz, Dana L. Zeidler, Estelle Gaigher, Patrick L. Brown, James Concannon and Jakob Gyllenpalm and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Research in Science Teaching and International Journal of Science Education.

In The Last Decade

Judith S. Lederman

51 papers receiving 1.2k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy

2013 300 citations Norman G. Lederman, Judith S. Lederman et al. International Journal of Education in Mathematics Science and Technology profile →
Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire

2013 269 citations Judith S. Lederman, Norman G. Lederman et al. profile →
Handbook of Research on Science Education

2023 97 citations Norman G. Lederman, Dana L. Zeidler et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Judith S. Lederman United States	18	1.1k	605	154	108	75	54	1.3k
Astrid M. W. Bulte Netherlands	19	1.1k 0.9×	461 0.8×	88 0.6×	121 1.1×	83 1.1×	32	1.3k
Hsiao‐Lin Tuan Taiwan	8	925 0.8×	439 0.7×	148 1.0×	86 0.8×	114 1.5×	16	1.2k
Abigail Jurist Levy United States	11	1.1k 1.0×	450 0.7×	92 0.6×	192 1.8×	86 1.1×	18	1.3k
Lisa Kenyon United States	10	1.2k 1.0×	804 1.3×	127 0.8×	88 0.8×	54 0.7×	17	1.4k
Deborah L. Hanuscin United States	22	1.5k 1.3×	655 1.1×	176 1.1×	243 2.3×	85 1.1×	56	1.7k
Hilary Asoko United Kingdom	6	1.2k 1.0×	706 1.2×	160 1.0×	126 1.2×	47 0.6×	8	1.4k
Onno De Jong Netherlands	19	1.6k 1.4×	772 1.3×	98 0.6×	170 1.6×	106 1.4×	43	1.8k
Emily H. van Zee United States	12	1.2k 1.0×	636 1.1×	98 0.6×	136 1.3×	71 0.9×	20	1.4k
Carla Zembal‐Saul United States	14	963 0.9×	509 0.8×	152 1.0×	217 2.0×	59 0.8×	37	1.1k
Carolyn S. Wallace United States	16	976 0.9×	502 0.8×	81 0.5×	127 1.2×	55 0.7×	23	1.1k

Countries citing papers authored by Judith S. Lederman

Since Specialization

Citations

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

Fields of papers citing papers by Judith S. Lederman

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Judith S. Lederman. 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 Judith S. Lederman. The network helps show where Judith S. Lederman may publish in the future.

Co-authorship network of co-authors of Judith S. Lederman

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

All Works

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20 of 20 papers shown

Lederman, Judith S., Selina L. Bartels, & Valarie L. Akerson. (2025). Shaping Scientific Literacy in Every Elementary Classroom.

Lederman, Norman G., Dana L. Zeidler, & Judith S. Lederman. (2023). Handbook of Research on Science Education. 97 indexed citations breakdown →

Akerson, Valarie L., et al.. (2023). Third and fourth grade students’ conceptions of the nature of scientific inquiry. International Journal of Science Education. 46(3). 205–221. 5 indexed citations

Gaigher, Estelle, et al.. (2022). Understandings About Scientific Inquiry in a South African School Prioritizing STEM. African Journal of Research in Mathematics Science and Technology Education. 26(1). 13–23. 4 indexed citations

Bartels, Selina L. & Judith S. Lederman. (2022). What do elementary students know about science, scientists and how they do their work?. International Journal of Science Education. 44(4). 627–646. 6 indexed citations

Bartels, Selina L., et al.. (2019). Shaping Preservice Teachers’ Understandings of STEM: A Collaborative Math and Science Methods Approach. Journal of Science Teacher Education. 30(6). 666–680. 44 indexed citations

Lederman, Norman G. & Judith S. Lederman. (2019). Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?. SHILAP Revista de lepidopterología. 1(1). 48 indexed citations

Lederman, Judith S., Norman G. Lederman, Selina L. Bartels, et al.. (2017). Understandings of scientific inquiry: an international collaborative investigation of seventh grade students. idUS (Universidad de Sevilla). 2 indexed citations

Lederman, Norman G. & Judith S. Lederman. (2016). Do the Ends Justify the Means? Good Question. But What Happens When the Means Become the Ends?. Journal of Science Teacher Education. 27(2). 131–135. 2 indexed citations

10.

Lederman, Judith S., et al.. (2015). Implications of Informal Education Experiences for Mathematics Teachers' Ability to Make Connections Beyond Formal Classroom. School Science and Mathematics. 115(3). 129–140. 27 indexed citations

11.

Lederman, Norman G. & Judith S. Lederman. (2015). The Status of Preservice Science Teacher Education: A Global Perspective. Journal of Science Teacher Education. 26(1). 1–6. 24 indexed citations

12.

Bartos, Stephen, Norman G. Lederman, & Judith S. Lederman. (2014). Teachers' Reflections on Their Subject Matter Knowledge Structures and Their Influence on Classroom Practice. School Science and Mathematics. 114(3). 125–138. 10 indexed citations

13.

Lederman, Norman G. & Judith S. Lederman. (2014). Is Nature of Science Going, Going, Going, Gone?. Journal of Science Teacher Education. 25(3). 235–238. 25 indexed citations

14.

Lederman, Judith S., et al.. (2014). “Wow! Look at That!”: Discourse as a Means to Improve Teachers’ Science Content Learning in Informal Science Institutions. Journal of Science Teacher Education. 25(8). 935–952. 8 indexed citations

15.

Lederman, Judith S., et al.. (2014). Demystifying Nature of Science:Two Activities help Young Children Understand Nature of Science. Science and Children. 52(1). 40–45. 11 indexed citations

16.

Lederman, Norman G., et al.. (2013). Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy. International Journal of Education in Mathematics Science and Technology. 1(3). 138–147. 300 indexed citations breakdown →

17.

Lederman, Norman G., et al.. (2013). Comfort and Content: Considerations for Informal Science Professional Development. International Journal of Science Education Part B. 4(4). 356–375. 8 indexed citations

18.

Lederman, Norman G., et al.. (2005). Understanding the True Meaning of Nature of Science.. Science and Children. 43(2). 50–52. 22 indexed citations

19.

Lederman, Norman G. & Judith S. Lederman. (2004). Revising Instruction to Teach Nature of Science.. The Science Teacher. 71(9). 36–39. 74 indexed citations

20.

Lederman, Norman G. & Judith S. Lederman. (2004). PROJECT ICAN: A PROF ESSIONAL DEVELOPMENT PROJECT TO PROMOTE TEACHERS' AN D STUDENTS' KNOWLEDG E OF NATURE OF SCIENCE AN D SCIENTIFIC INQUIRY. 2 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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