Karim Hamza

867 total citations
32 papers, 562 citations indexed

About

Karim Hamza is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Karim Hamza has authored 32 papers receiving a total of 562 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 17 papers in Developmental and Educational Psychology and 6 papers in Sociology and Political Science. Recurrent topics in Karim Hamza's work include Science Education and Pedagogy (23 papers), Educational Strategies and Epistemologies (13 papers) and Innovative Teaching and Learning Methods (9 papers). Karim Hamza is often cited by papers focused on Science Education and Pedagogy (23 papers), Educational Strategies and Epistemologies (13 papers) and Innovative Teaching and Learning Methods (9 papers). Karim Hamza collaborates with scholars based in Sweden and Poland. Karim Hamza's co-authors include Per‐Olof Wickman, Per Anderhag, Iann Lundegård, Andrzej Wójcik, Linda Schenk, Roger Säljö, Britt Jakobson, Maria Greger, Monica Johansson and Margareta Enghag and has published in prestigious journals such as SHILAP Revista de lepidopterología, Physiologia Plantarum and Risk Analysis.

In The Last Decade

Karim Hamza

31 papers receiving 526 citations

Peers

Karim Hamza

EDUCA

DEP

SPS

ECP

Sylvia Hogarth United Kingdom

Antti Laherto Finland

Jenifer V. Helms United States

Donna Rigano Australia

Malka Gorodetsky Israel

Stuart O. Yager United States

Mehmet Aydeniz United States

Giulia Tasquier Italy

Meshach B. Ogunniyi South Africa

Hannah Bartholomew United Kingdom

Sylvia Hogarth United Kingdom

Karim Hamza

538 ×1.4

EDUCA

292 ×1.6

DEP

61 ×0.7

SPS

75 ×1.3

ECP

89 ×1.8

Citations per year, relative to Karim Hamza Karim Hamza (= 1×) peers Sylvia Hogarth

Countries citing papers authored by Karim Hamza

Since Specialization

Citations

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

Fields of papers citing papers by Karim Hamza

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Karim Hamza. 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 Karim Hamza. The network helps show where Karim Hamza may publish in the future.

Co-authorship network of co-authors of Karim Hamza

This figure shows the co-authorship network connecting the top 25 collaborators of Karim Hamza. A scholar is included among the top collaborators of Karim Hamza 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 Karim Hamza. Karim Hamza 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

Hamza, Karim, et al.. (2022). Nature of science in students’ discussions on disagreement between scientists following a narrative about health effects of the Fukushima Daiichi accident. International Journal of Science Education. 45(1). 22–42. 6 indexed citations

Olin, Anette, Jonas Almqvist, & Karim Hamza. (2021). To recognize oneself and others in teacher-researcher collaboration. Educational Action Research. 31(2). 248–264. 13 indexed citations

Schenk, Linda, et al.. (2019). Teaching and discussing about risk: seven elements of potential significance for science education. International Journal of Science Education. 41(9). 1271–1286. 30 indexed citations

Hamza, Karim, et al.. (2019). The role of anthropomorphisms in students’ reasoning about chemical structure and bonding. Asia-Pacific Forum on Science Learning and Teaching. 19(2). 4 indexed citations

Wójcik, Andrzej, et al.. (2018). Educating about radiation risks in high schools: towards improved public understanding of the complexity of low-dose radiation health effects. Radiation and Environmental Biophysics. 58(1). 13–20. 13 indexed citations

Rundgren, Carl‐Johan, et al.. (2018). Tutor-student interaction in undergraduate chemistry: a case of learning to make relevant distinctions of molecular structures for determining oxidation states of atoms. International Journal of Science Education. 40(16). 2023–2043. 2 indexed citations

Hamza, Karim, et al.. (2018). Preservice Science Teachers’ Opportunities for Learning Through Reflection When Planning a Microteaching Unit. Journal of Science Teacher Education. 30(1). 44–62. 38 indexed citations

Hamza, Karim, et al.. (2018). Transformation of Professional Identities From Scientist to Teacher in a Short-Track Science Teacher Education Program. Journal of Science Teacher Education. 29(6). 504–526. 8 indexed citations

Wickman, Per‐Olof, Karim Hamza, & Iann Lundegård. (2018). Didactics and didactic models in science education. Nordic Studies in Science Education. 14(3). 239–249. 28 indexed citations

10.

Hamza, Karim, et al.. (2017). Developing an approach for teaching and learning about Lewis structures. International Journal of Science Education. 39(12). 1601–1624. 8 indexed citations

11.

Hamza, Karim, et al.. (2017). Who Owns the Content and Who Runs the Risk? Dynamics of Teacher Change in Teacher–Researcher Collaboration. Research in Science Education. 48(5). 963–987. 8 indexed citations

12.

Olin, Anette, Jonas Almqvist, & Karim Hamza. (2017). Didactics, dialogue and development. 1 indexed citations

13.

Hamza, Karim, et al.. (2015). Usefulness and value of a theoretical framework in science teachers’ practice. 1 indexed citations

14.

Anderhag, Per, Per‐Olof Wickman, & Karim Hamza. (2015). How can teaching make a difference to students’ interest in science? Including Bourdieuan field analysis. Cultural Studies of Science Education. 10(2). 377–380. 5 indexed citations

15.

Anderhag, Per, Per‐Olof Wickman, & Karim Hamza. (2015). Signs of taste for science: a methodology for studying the constitution of interest in the science classroom. Cultural Studies of Science Education. 10(2). 339–368. 18 indexed citations

16.

Lundegård, Iann & Karim Hamza. (2013). Putting the Cart Before the Horse: The Creation of Essences out of Processes in Science Education Research. Science Education. 98(1). 127–142. 10 indexed citations

17.

Hamza, Karim. (2012). Distractions in the School Science Laboratory. Research in Science Education. 43(4). 1477–1499. 8 indexed citations

18.

Hamza, Karim & Per‐Olof Wickman. (2012). Supporting students’ progression in science: Continuity between the particular, the contingent, and the general. Science Education. 97(1). 113–138. 15 indexed citations

19.

Hamza, Karim, et al.. (2008). Learning from young expertsA study of the interplay between students and young experts in a biology lab.

20.

Hamza, Karim, et al.. (2008). The Practical Epistemologies in the Museum. Journal of Museum Education. 33(2). 153–164. 5 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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