Margot Van Dyke

468 total citations
11 papers, 294 citations indexed

About

Margot Van Dyke is a scholar working on Developmental and Educational Psychology, Education and Safety Research. According to data from OpenAlex, Margot Van Dyke has authored 11 papers receiving a total of 294 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Developmental and Educational Psychology, 6 papers in Education and 2 papers in Safety Research. Recurrent topics in Margot Van Dyke's work include Innovative Teaching and Learning Methods (9 papers), Educational Strategies and Epistemologies (3 papers) and Science Education and Pedagogy (3 papers). Margot Van Dyke is often cited by papers focused on Innovative Teaching and Learning Methods (9 papers), Educational Strategies and Epistemologies (3 papers) and Science Education and Pedagogy (3 papers). Margot Van Dyke collaborates with scholars based in United States, United Kingdom and Singapore. Margot Van Dyke's co-authors include Martin Oliver, Jane Seale, G. Conole, Thomas J. Smith, Chee‐Kit Looi, Jason Underwood, Yan Chen, Reva Freedman, Rui Zhang and Ian Sullivan and has published in prestigious journals such as Computers & Education, Educational Technology Research and Development and Journal of Computer Assisted Learning.

In The Last Decade

Margot Van Dyke

10 papers receiving 251 citations

Peers

Countries citing papers authored by Margot Van Dyke

Since Specialization

Citations

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

Fields of papers citing papers by Margot Van Dyke

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Margot Van Dyke. 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 Margot Van Dyke. The network helps show where Margot Van Dyke may publish in the future.

Co-authorship network of co-authors of Margot Van Dyke

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

All Works

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11 of 11 papers shown

#	Work	Indexed citations
1	Development of a Gamified Argumentation Tool for Middle School Students 2022 ·Indiana Magazine of History (Indiana University) ·(unknown), Reva Freedman, (unknown), (unknown), (unknown), (unknown), Rui Zhang, Ian Sullivan, Margot Van Dyke	1
2	A Case Study Exploring Learning Experiences in a Science Summer Camp for Middle Level Students From Taiwan and the United States 2021 ·RMLE Online ·(unknown), Margot Van Dyke	2
3	Argue like a scientist with technology: the effect of within-gender versus cross-gender team argumentation on science knowledge and argumentation skills among middle-level students 2018 ·Educational Technology Research and Development ·(unknown), Margot Van Dyke, Thomas J. Smith, Chee‐Kit Looi	11
4	Development of an Online Graph-Oriented Collaborative Argumentation Tool for Middle School Students: A Faculty Expert's Perspective 2018 ·Indiana Magazine of History (Indiana University) ·(unknown), (unknown), Margot Van Dyke	1
5	The Effect of Varied Gender Groupings on Argumentation Skills among Middle School Students in Different Cultures 2017 ·ScholarWorks -A service of University of Vermont Libraries (University of Vermont) ·(unknown), Margot Van Dyke, Thomas J. Smith	5
6	Designing an Online Graph-Oriented Collaborative Argumentation Tool for Middle School Students: A Faculty Expert’s Perspective 2016 ·Indiana Magazine of History (Indiana University) ·(unknown), (unknown), (unknown), Jason Underwood, (unknown), Margot Van Dyke	3
7	A cross‐cultural study of the effect of a graph‐oriented computer‐assisted project‐based learning environment on middle school students' science knowledge and argumentation skills 2015 ·Journal of Computer Assisted Learning ·(unknown), Margot Van Dyke, (unknown), Thomas J. Smith	18
8	Examining the Effect of Teacher Guidance on Collaborative Argumentation in Middle Level Classrooms 2015 ·RMLE Online ·(unknown), Margot Van Dyke, Yan Chen	4
9	The effect of a graph‐oriented computer‐assisted project‐based learning environment on argumentation skills 2014 ·Journal of Computer Assisted Learning ·(unknown), Margot Van Dyke, (unknown), Thomas J. Smith	36
10	Mapping pedagogy and tools for effective learning design 2004 ·Computers & Education ·G. Conole, Margot Van Dyke, Martin Oliver, Jane Seale	213
11	The Role of Two-Year Institutions in Chemical Education 1979 ·Journal of Chemical Education ·Margot Van Dyke	0

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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