MaryKay Orgill

1.8k total citations · 1 hit paper
39 papers, 1.2k citations indexed

About

MaryKay Orgill is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, MaryKay Orgill has authored 39 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 10 papers in Developmental and Educational Psychology and 9 papers in Physical and Theoretical Chemistry. Recurrent topics in MaryKay Orgill's work include Science Education and Pedagogy (15 papers), Various Chemistry Research Topics (9 papers) and Educational Strategies and Epistemologies (8 papers). MaryKay Orgill is often cited by papers focused on Science Education and Pedagogy (15 papers), Various Chemistry Research Topics (9 papers) and Educational Strategies and Epistemologies (8 papers). MaryKay Orgill collaborates with scholars based in United States, Australia and United Kingdom. MaryKay Orgill's co-authors include George M. Bodner, Sarah York, Jennifer MacKellar, Kent J. Crippen, Yehudit Judy Dori, Rea Lavi, Stephen A. Matlin, Nam-Hwa Kang, Patricia Friedrichsen and Danusa Munford and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Research in Science Teaching and Science Education.

In The Last Decade

MaryKay Orgill

38 papers receiving 1.1k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Introduction to Systems Thinking for the Chemistry Education Community

2019 177 citations MaryKay Orgill, Sarah York et al. Journal of Chemical Education profile →

Peers

MaryKay Orgill

EDUCA

DEP

PTC

MSOR

Maija Aksela Finland

Κατερίνα Σάλτα Greece

Marie‐Christine P. J. Knippels Netherlands

Johannes Huwer Germany

Sri Rahayu Indonesia

Christoph Mischo Germany

Iris R. Weiss Germany

Sofia Kesidou United Kingdom

Mark Urban‐Lurain United States

Alan K. Griffiths Canada

Maija Aksela Finland

MaryKay Orgill

969 ×1.2

EDUCA

327 ×1.0

DEP

70 ×0.3

118 ×0.5

PTC

7 ×0.1

MSOR

Citations per year, relative to MaryKay Orgill MaryKay Orgill (= 1×) peers Maija Aksela

Countries citing papers authored by MaryKay Orgill

Since Specialization

Citations

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

Fields of papers citing papers by MaryKay Orgill

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of MaryKay Orgill

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Yuriev, Elizabeth, MaryKay Orgill, & Thomas A. Holme. (2025). Generative AI in Chemistry Education: Current Progress, Pedagogical Values, and the Challenge of Rapid Evolution. Journal of Chemical Education. 102(9). 3773–3776. 1 indexed citations

Orgill, MaryKay, et al.. (2024). Enhancing the accessibility of chemistry assessments for multilingual learners: understanding challenging features in assessment items. Chemistry Education Research and Practice. 26(1). 126–140. 3 indexed citations

Delaney, Seamus, et al.. (2024). A system mapping activity to visualize lithium’s interconnectedness to societal and environmental aspects of the green energy transition. Chemistry Teacher International. 6(2). 149–163. 2 indexed citations

Orgill, MaryKay, et al.. (2024). Identifying the critical features of resonance: instructors’ intentions for the teaching and learning of resonance in General Chemistry I and Organic Chemistry I. Chemistry Education Research and Practice. 25(2). 491–505. 4 indexed citations

Orgill, MaryKay, et al.. (2020). Supporting english language learners in college science classrooms insights from chemistry students. Multicultural education. 27(3). 25–32. 3 indexed citations

Kable, Scott H., et al.. (2019). Using Teacher Voices to Develop the ASELL Schools Professional Development Workshops.. eSpace (Curtin University). 65(1). 4–12. 1 indexed citations

Aubrecht, Katherine B., Yehudit Judy Dori, Thomas A. Holme, et al.. (2019). Graphical Tools for Conceptualizing Systems Thinking in Chemistry Education. Journal of Chemical Education. 96(12). 2888–2900. 48 indexed citations

York, Sarah, Rea Lavi, Yehudit Judy Dori, & MaryKay Orgill. (2019). Applications of Systems Thinking in STEM Education. Journal of Chemical Education. 96(12). 2742–2751. 114 indexed citations

Orgill, MaryKay, et al.. (2019). Relationship between teaching assistants’ perceptions of student learning challenges and their use of external representations when teaching acid–base titrations in introductory chemistry laboratory courses. Chemistry Education Research and Practice. 20(4). 821–836. 12 indexed citations

10.

Flynn, Alison B., MaryKay Orgill, Felix M. Ho, et al.. (2019). Future Directions for Systems Thinking in Chemistry Education: Putting the Pieces Together. Journal of Chemical Education. 96(12). 3000–3005. 45 indexed citations

11.

Orgill, MaryKay, et al.. (2019). Biochemistry instructors’ use of intentions for student learning to evaluate and select external representations of protein translation. Chemistry Education Research and Practice. 20(4). 787–803. 2 indexed citations

12.

Orgill, MaryKay, et al.. (2017). Faculty Perceptions of Student Recruitment and Retention in STEM Fields. SHILAP Revista de lepidopterología. 2(1). 1–11. 15 indexed citations

13.

Orgill, MaryKay, et al.. (2015). Affective Dimensions in Chemistry Education. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 28 indexed citations

14.

Orgill, MaryKay & Kent J. Crippen. (2010). Teaching with External Representations: The Case of a Common Energy-Level Diagram in Chemistry. The journal of college science teaching. 40(1). 78–84. 4 indexed citations

15.

Orgill, MaryKay. (2010). Tools for teaching, second edition. Biochemistry and Molecular Biology Education. 38(4). 280–280. 5 indexed citations

16.

Orgill, MaryKay & Kent J. Crippen. (2009). What's so Big about Being Small?.. The Science Teacher. 76(2). 41–48. 1 indexed citations

17.

Crippen, Kent J., et al.. (2009). The Role of Goal Orientation and Self-Efficacy in Learning from Web-Based Worked Examples. The Journal of Interactive Learning Research. 20(4). 385–403. 38 indexed citations

18.

Orgill, MaryKay. (2009). Designing and assessing courses and curricula: A practical guide, 3rd Edition by Robert M. Diamond. Biochemistry and Molecular Biology Education. 37(3). 197–198. 1 indexed citations

19.

Orgill, MaryKay, et al.. (2009). Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007. Journal of Science Teacher Education. 21(1). 57–79. 85 indexed citations

20.

Orgill, MaryKay & George M. Bodner. (2007). Locks and keys. Biochemistry and Molecular Biology Education. 35(4). 244–254. 34 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.

Explore authors with similar magnitude of impact