Louisa Tomas

854 total citations
27 papers, 586 citations indexed

About

Louisa Tomas is a scholar working on Education, Developmental and Educational Psychology and Management, Monitoring, Policy and Law. According to data from OpenAlex, Louisa Tomas has authored 27 papers receiving a total of 586 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 7 papers in Developmental and Educational Psychology and 6 papers in Management, Monitoring, Policy and Law. Recurrent topics in Louisa Tomas's work include Science Education and Pedagogy (10 papers), Education and Critical Thinking Development (6 papers) and Environmental Education and Sustainability (6 papers). Louisa Tomas is often cited by papers focused on Science Education and Pedagogy (10 papers), Education and Critical Thinking Development (6 papers) and Environmental Education and Sustainability (6 papers). Louisa Tomas collaborates with scholars based in Australia and South Sudan. Louisa Tomas's co-authors include Stephen M. Ritchie, Keith Skamp, Neus Evans, Reece Mills, Megan Tones, Brian Lewthwaite, Donna Rigano, Michelle Lasen, Cindy Woods and Chrystal Whiteford and has published in prestigious journals such as PLoS ONE, Journal of Research in Science Teaching and International Journal of Science Education.

In The Last Decade

Louisa Tomas

23 papers receiving 554 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Louisa Tomas Australia 13 474 126 126 67 66 27 586
Hye‐Eun Chu Australia 13 332 0.7× 110 0.9× 100 0.8× 50 0.7× 48 0.7× 34 485
Juliana Utley United States 13 354 0.7× 113 0.9× 100 0.8× 100 1.5× 32 0.5× 33 506
Abdullah Ambusaidi Oman 12 318 0.7× 125 1.0× 86 0.7× 71 1.1× 45 0.7× 66 474
Brian L. Gerber United States 11 338 0.7× 47 0.4× 161 1.3× 83 1.2× 70 1.1× 23 543
Hannu Salmi Finland 14 290 0.6× 62 0.5× 149 1.2× 110 1.6× 129 2.0× 29 611
A. L. Chandrasegaran Australia 18 833 1.8× 46 0.4× 303 2.4× 60 0.9× 55 0.8× 28 936
Mikael Winberg Sweden 14 312 0.7× 55 0.4× 161 1.3× 68 1.0× 32 0.5× 32 456
Ling L. Liang United States 15 510 1.1× 29 0.2× 212 1.7× 82 1.2× 33 0.5× 22 581
Brianna M. Scott United States 7 482 1.0× 90 0.7× 458 3.6× 88 1.3× 37 0.6× 10 767
Martina Nieswandt United States 12 392 0.8× 26 0.2× 175 1.4× 77 1.1× 28 0.4× 29 537

Countries citing papers authored by Louisa Tomas

Since Specialization
Citations

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

Fields of papers citing papers by Louisa Tomas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Louisa Tomas

This figure shows the co-authorship network connecting the top 25 collaborators of Louisa Tomas. A scholar is included among the top collaborators of Louisa Tomas 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 Louisa Tomas. Louisa Tomas 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.
Henderson, Senka, Louisa Tomas, & Donna King. (2025). Does Topic Matter? Investigating Students’ Interest, Emotions and Learning when Writing Stories About Socioscientific Issues. Research in Science Education. 55(6). 1537–1555.
2.
3.
Mills, Reece & Louisa Tomas. (2024). How Well Does the F-10 Australian Curriculum Prepare Students to be Water Literate Citizens?. Australian Journal of Environmental Education. 40(5). 831–844.
4.
Bellocchi, Alberto, et al.. (2024). Preservice Science Teachers’ Epistemic Cognition during Online Searching. Research in Science Education. 55(4). 1063–1083. 2 indexed citations
5.
Mills, Reece, Chrystal Whiteford, Daniel J. Brown, & Louisa Tomas. (2022). The efficacy of the Dimensions of Attitudes toward Science (DAS) for explaining primary preservice teachers’ intention to teach science. International Journal of Science Education. 45(3). 165–180. 1 indexed citations
6.
7.
Mills, Reece & Louisa Tomas. (2020). Realising the sustainability cross- curriculum priority through action- oriented and transformative geography education. QUT ePrints (Queensland University of Technology). 33. 11–17. 1 indexed citations
8.
Tomas, Louisa, et al.. (2020). Education for sustainable development in the senior Earth and Environmental Science syllabus in Queensland, Australia. Australian Journal of Environmental Education. 36(1). 44–62. 11 indexed citations
9.
Tomas, Louisa, et al.. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education. 16(1). 136 indexed citations
10.
Mills, Reece, Louisa Tomas, Chrystal Whiteford, & Brian Lewthwaite. (2018). Developing Middle School Students’ Interest in Learning Science and Geology Through Slowmation. Research in Science Education. 50(4). 1501–1520. 16 indexed citations
11.
Mills, Reece, Louisa Tomas, & Brian Lewthwaite. (2018). The Impact of Student-Constructed Animation on Middle School Students’ Learning about Plate Tectonics. Journal of Science Education and Technology. 28(2). 165–177. 20 indexed citations
12.
Evans, Neus, Louisa Tomas, & Cindy Woods. (2016). Impact of Sustainability Pedagogies on Pre-service Teachers’ Self-efficacy. Journal of Education for Sustainable Development. 10(2). 243–261. 25 indexed citations
13.
Mills, Reece, Louisa Tomas, & Brian Lewthwaite. (2016). Junior secondary school students' conceptions about plate tectonics. International Research in Geographical and Environmental Education. 26(4). 297–310. 10 indexed citations
14.
Tomas, Louisa. (2015). Об измерении неосязаемого. Подход к относительным измерениям на основе главного собственного вектора матрицы парных сравнений. 2(1). 1 indexed citations
15.
Tomas, Louisa, Donna Rigano, & Stephen M. Ritchie. (2015). Students' regulation of their emotions in a science classroom. Journal of Research in Science Teaching. 53(2). 234–260. 46 indexed citations
16.
Tomas, Louisa, et al.. (2014). The Transformative Potential of Engaging in Science Inquiry-Based Challenges: The ATSE Wonder of Science Challenge.. ResearchOnline at James Cook University (James Cook University). 60(2). 48–57. 2 indexed citations
17.
Tomas, Louisa & Stephen M. Ritchie. (2014). The Challenge of Evaluating Students’ Scientific Literacy in a Writing-to-Learn Context. Research in Science Education. 45(1). 41–58. 17 indexed citations
18.
Tomas, Louisa. (2012). Writing Narratives about a Socioscientific Issue: Engaging Students and Learning Science.. Teaching science (Deakin West, A.C.T. : Online)/Teaching science. 58(4). 24–28. 3 indexed citations
19.
Tomas, Louisa & Stephen M. Ritchie. (2011). Positive Emotional Responses to Hybridised Writing about a Socio-Scientific Issue. Research in Science Education. 42(1). 25–49. 38 indexed citations
20.
Ritchie, Stephen M., Louisa Tomas, & Megan Tones. (2010). Writing Stories to Enhance Scientific Literacy. International Journal of Science Education. 33(5). 685–707. 50 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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