Lawrence C. Scharmann

2.6k total citations
55 papers, 1.8k citations indexed

About

Lawrence C. Scharmann is a scholar working on Education, Social Psychology and History and Philosophy of Science. According to data from OpenAlex, Lawrence C. Scharmann has authored 55 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 22 papers in Social Psychology and 18 papers in History and Philosophy of Science. Recurrent topics in Lawrence C. Scharmann's work include Science Education and Pedagogy (30 papers), Animal and Plant Science Education (21 papers) and Evolution and Science Education (18 papers). Lawrence C. Scharmann is often cited by papers focused on Science Education and Pedagogy (30 papers), Animal and Plant Science Education (21 papers) and Evolution and Science Education (18 papers). Lawrence C. Scharmann collaborates with scholars based in United States, South Korea and Greece. Lawrence C. Scharmann's co-authors include Taehee Noh, Mike U. Smith, Sukjin Kang, Larry G. Enochs, Iris M. Riggs, John R. Cannon, Mark C. James, William M. Harris, John R. Staver and Murray Jensen 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

Lawrence C. Scharmann

50 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Lawrence C. Scharmann United States 20 1.4k 661 560 468 232 55 1.8k
William F. McComas United States 22 2.1k 1.5× 1.3k 1.9× 503 0.9× 240 0.5× 271 1.2× 59 2.5k
John Settlage United States 18 944 0.7× 318 0.5× 264 0.5× 245 0.5× 217 0.9× 50 1.2k
Michael P. Clough United States 24 1.5k 1.1× 947 1.4× 341 0.6× 168 0.4× 197 0.8× 72 1.9k
Patricia Friedrichsen United States 24 1.6k 1.1× 754 1.1× 273 0.5× 114 0.2× 227 1.0× 60 1.9k
Zoubeida R. Dagher United States 21 1.5k 1.0× 935 1.4× 376 0.7× 338 0.7× 73 0.3× 28 1.8k
Joan Solomon United Kingdom 27 1.9k 1.4× 1.1k 1.7× 374 0.7× 77 0.2× 205 0.9× 93 2.4k
Mary Ratcliffe United Kingdom 17 1.7k 1.2× 1.0k 1.6× 323 0.6× 68 0.1× 180 0.8× 39 2.1k
Edmund A. Marek United States 19 1.2k 0.8× 465 0.7× 251 0.4× 74 0.2× 161 0.7× 54 1.5k
F. James Rutherford United States 7 1.2k 0.9× 597 0.9× 188 0.3× 89 0.2× 321 1.4× 21 1.5k
Andrée Tiberghien France 19 1.8k 1.3× 1.0k 1.5× 333 0.6× 65 0.1× 137 0.6× 79 2.3k

Countries citing papers authored by Lawrence C. Scharmann

Since Specialization
Citations

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

Fields of papers citing papers by Lawrence C. Scharmann

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lawrence C. Scharmann. 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 Lawrence C. Scharmann. The network helps show where Lawrence C. Scharmann may publish in the future.

Co-authorship network of co-authors of Lawrence C. Scharmann

This figure shows the co-authorship network connecting the top 25 collaborators of Lawrence C. Scharmann. A scholar is included among the top collaborators of Lawrence C. Scharmann 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 Lawrence C. Scharmann. Lawrence C. Scharmann 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.
Scharmann, Lawrence C., et al.. (2020). Critical relationships in managing students’ emotional responses to science (and evolution) instruction. Evolution Education and Outreach. 13(1). 4 indexed citations
2.
Scharmann, Lawrence C.. (2018). Evolution and nature of science instruction. Evolution Education and Outreach. 11(1). 17 indexed citations
3.
Scharmann, Lawrence C.. (2016). A Retrospective on Student Learning and Acceptance of Evolutionary Science. Insecta mundi. 1 indexed citations
4.
Scharmann, Lawrence C., et al.. (2015). The Use of Journaling to Assess Student Learning and Acceptance of Evolutionary Science. Insecta mundi. 45(1). 16. 10 indexed citations
5.
Scharmann, Lawrence C., et al.. (2010). Cognitive conflict and situational interest as factors influencing conceptual change. The International Journal of Environmental and Science Education. 5(4). 383–405. 78 indexed citations
6.
Scharmann, Lawrence C., et al.. (2008). Initial impacts of No Child Left Behind on elementary science education. Insecta mundi. 20(3). 35–48. 62 indexed citations
7.
Scharmann, Lawrence C.. (2007). A Dynamic Professional Development School Partnership in Science Education. The Journal of Educational Research. 100(4). 235–242. 15 indexed citations
8.
Smith, Mike U. & Lawrence C. Scharmann. (2006). A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-service Teachers the Nature of Science by Ostention. Science & Education. 17(2-3). 219–248. 36 indexed citations
9.
Scharmann, Lawrence C.. (2003). The Risk of Intelligent Design. Insecta mundi.
10.
Scharmann, Lawrence C. & Mike U. Smith. (2001). Further thoughts on defining versus describing the nature of science: A response to Niaz. Science Education. 85(6). 691–693. 18 indexed citations
11.
Scharmann, Lawrence C., et al.. (1997). Preservice Secondary Science Teachers' Orientations Toward Science-Technology-Society (Sts) Instruction. The Electronic Journal of Science Education. 1(3). 1–8.
12.
Scharmann, Lawrence C., et al.. (1995). Cooperative learning and preservice elementary teacher science self-efficacy. Journal of Science Teacher Education. 6(3). 125–133. 56 indexed citations
13.
Enochs, Larry G., Lawrence C. Scharmann, & Iris M. Riggs. (1995). The relationship of pupil control to preservice elementary science teacher self–efficacy and outcome expectancy. Science Education. 79(1). 63–75. 169 indexed citations
14.
Scharmann, Lawrence C., et al.. (1994). General Biology: Creating a Positive Learning Environment for Elementary Education Majors. The American Biology Teacher. 56(4). 216–220. 4 indexed citations
15.
Scharmann, Lawrence C.. (1994). Teaching evolution: Designing successful instruction. Journal of Science Teacher Education. 5(4). 122–129. 15 indexed citations
16.
Scharmann, Lawrence C., et al.. (1994). Enhancing Critical Thinking through Structured Academic Controversy. The American Biology Teacher. 56(7). 416–419. 16 indexed citations
17.
Scharmann, Lawrence C. & Hilary McLellan. (1992). Enhancing Science‐Technology‐Society (STS) Instruction: An Examination of Teacher Goal Orientations. School Science and Mathematics. 92(5). 249–252. 7 indexed citations
18.
Scharmann, Lawrence C.. (1990). Enhancing an Understanding of the Premises of Evolutionary Theory: The Influence of a Diversified Instructional Strategy. School Science and Mathematics. 90(2). 91–100. 73 indexed citations
19.
Scharmann, Lawrence C.. (1989). Developmental influences of science process skill instruction. Journal of Research in Science Teaching. 26(8). 715–726. 16 indexed citations
20.
Scharmann, Lawrence C.. (1989). Energy Conservation: A Project for Grades 5-7.. 26(4). 8–13. 1 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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