Keith Skamp

1.9k total citations
74 papers, 1.3k citations indexed

About

Keith Skamp is a scholar working on Education, General Agricultural and Biological Sciences and Management, Monitoring, Policy and Law. According to data from OpenAlex, Keith Skamp has authored 74 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Education, 19 papers in General Agricultural and Biological Sciences and 19 papers in Management, Monitoring, Policy and Law. Recurrent topics in Keith Skamp's work include Science Education and Pedagogy (21 papers), Environmental Education and Sustainability (19 papers) and Diverse Educational Innovations Studies (19 papers). Keith Skamp is often cited by papers focused on Science Education and Pedagogy (21 papers), Environmental Education and Sustainability (19 papers) and Diverse Educational Innovations Studies (19 papers). Keith Skamp collaborates with scholars based in Australia, United Kingdom and United States. Keith Skamp's co-authors include Andréa Mueller, Martin Stanisstreet, Eddie Boyes, Louisa Tomas, Peter Hudson, Edward Boyes, Neus Evans, Lyndon Brooks, Michelle Lasen and Neil Taylor and has published in prestigious journals such as Australasian Journal of Paramedicine, Science Education and International Journal of Science Education.

In The Last Decade

Keith Skamp

74 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Keith Skamp Australia 20 1.0k 338 269 268 214 74 1.3k
Erminia Pedretti Canada 20 1.1k 1.0× 325 1.0× 332 1.2× 400 1.5× 211 1.0× 57 1.6k
Larry Bencze Canada 19 1.1k 1.1× 223 0.7× 251 0.9× 445 1.7× 195 0.9× 66 1.4k
Christine Moseley United States 16 678 0.7× 396 1.2× 151 0.6× 155 0.6× 206 1.0× 36 1.1k
Cory T. Forbes United States 24 1.2k 1.2× 201 0.6× 188 0.7× 534 2.0× 206 1.0× 76 1.5k
William W. Cobern United States 23 1.5k 1.5× 202 0.6× 243 0.9× 677 2.5× 180 0.8× 93 2.0k
Mike Summers United Kingdom 23 1.2k 1.2× 557 1.6× 188 0.7× 349 1.3× 192 0.9× 55 1.5k
Benjamin C. Herman United States 16 805 0.8× 244 0.7× 222 0.8× 439 1.6× 130 0.6× 26 1.1k
J. Randy McGinnis United States 17 622 0.6× 161 0.5× 158 0.6× 285 1.1× 202 0.9× 78 950
Robert E. Bleicher United States 17 730 0.7× 135 0.4× 138 0.5× 230 0.9× 262 1.2× 28 964
Peter A. Rubba United States 18 1.0k 1.0× 166 0.5× 123 0.5× 522 1.9× 263 1.2× 57 1.2k

Countries citing papers authored by Keith Skamp

Since Specialization
Citations

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

Fields of papers citing papers by Keith Skamp

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Keith Skamp

This figure shows the co-authorship network connecting the top 25 collaborators of Keith Skamp. A scholar is included among the top collaborators of Keith Skamp 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 Keith Skamp. Keith Skamp 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.
Aubusson, Peter, et al.. (2019). Primary Connections: Linking science with literacy Stage 6 research evaluation final report. UTS ePRESS (University of Technology Sydney). 7 indexed citations
2.
Skamp, Keith, Eddie Boyes, Martin Stanisstreet, et al.. (2019). Voting for Change: an International Study of Students’ Willingness to Support Measures to Ameliorate Climate Change. Research in Science Education. 51(3). 861–887. 7 indexed citations
3.
4.
Skamp, Keith, et al.. (2012). Implementation of science based on the 5E learning model: insights from teacher feedback on trial Primary Connections units. ePublications@SCU (Southern Cross University). 5 indexed citations
5.
Skamp, Keith. (2011). Teaching chemistry in primary science: what does the research suggest?. ePublications@SCU (Southern Cross University). 57(4). 37–43. 2 indexed citations
6.
Ambusaidi, Abdullah, Hye‐Gyoung Yoon, Mijung Kim, et al.. (2011). Can Science Education Help to Reduce Global Warming?: An International Study of the Links between Students’ Beliefs and their Willingness to Act. 2(3). 89–100. 6 indexed citations
7.
Skamp, Keith, et al.. (2007). Engaging Students in Science Across the Primary Secondary Interface: Listening to the Students’ Voice. Research in Science Education. 38(4). 501–527. 79 indexed citations
8.
Skamp, Keith, et al.. (2005). Students’ interest in science across the middle-school years. ePublications@SCU (Southern Cross University). 51(4). 8–15. 11 indexed citations
9.
Cahill, Michael J. & Keith Skamp. (2003). Completed the first year: novices’ perceptions of what would improve their science teaching. ePublications@SCU (Southern Cross University). 49(1). 6–17. 6 indexed citations
10.
Skamp, Keith, Edward Boyes, & Martin Stanisstreet. (2003). Teaching about air quality. ePublications@SCU (Southern Cross University). 49(2). 12–21. 7 indexed citations
11.
Skamp, Keith. (2002). Learnscapes, science and technology teachers and the curriculum. ePublications@SCU (Southern Cross University). 48(1). 8–15. 1 indexed citations
12.
Hudson, Peter & Keith Skamp. (2002). Mentoring preservice teachers of primary science. QUT ePrints (Queensland University of Technology). 7(1). 27 indexed citations
13.
Skamp, Keith & Andréa Mueller. (2001). Student teachers' conceptions about effective primary science teaching: a longitudinal study. International Journal of Science Education. 23(4). 331–351. 52 indexed citations
14.
Skamp, Keith. (2000). Environmental concepts: important and neglected?. ePublications@SCU (Southern Cross University). 103–116. 5 indexed citations
15.
Skamp, Keith. (1999). Are Atoms and Molecules Too Difficult for Primary Children. School science review. 81(295). 87–96. 15 indexed citations
16.
17.
Skamp, Keith. (1988). Preservice primary teacher education in NSW: A comparative analysis of espoused science education curricula. Research in Science Education. 18(1). 71–82. 6 indexed citations
18.
Armstrong, Robert S., M. J. Aroney, & Keith Skamp. (1982). Molecular polarisability. Anisotropies of germanium-containing groups. Journal of the Chemical Society Faraday Transactions 2 Molecular and Chemical Physics. 78(9). 1641–1641. 3 indexed citations
19.
Skamp, Keith & Colin Power. (1981). Primary science, inquiry and classroom demands: Pre-service teachers responses and perceptions. Research in Science Education. 11(1). 34–43. 2 indexed citations
20.
Aroney, M. J., et al.. (1972). The dipole moment and molar Kerr constant of vanadyl acetylacetonate: evidence for bisacetylacetonato(oxo)vanadium–dioxan co-ordination. Journal of the Chemical Society Dalton Transactions. 712–714. 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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