Megan Ennes

479 total citations
30 papers, 283 citations indexed

About

Megan Ennes is a scholar working on Education, Social Psychology and Sociology and Political Science. According to data from OpenAlex, Megan Ennes has authored 30 papers receiving a total of 283 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 8 papers in Social Psychology and 7 papers in Sociology and Political Science. Recurrent topics in Megan Ennes's work include Science Education and Pedagogy (9 papers), Career Development and Diversity (7 papers) and Museums and Cultural Heritage (7 papers). Megan Ennes is often cited by papers focused on Science Education and Pedagogy (9 papers), Career Development and Diversity (7 papers) and Museums and Cultural Heritage (7 papers). Megan Ennes collaborates with scholars based in United States, Austria and Zambia. Megan Ennes's co-authors include M. Gail Jones, Gina Childers, Rebecca Hite, Kelly Lynn Mulvey, Danielle F. Lawson, Kathryn T. Stevenson, M. Nils Peterson, Pavlo Antonenko, Sarah Carrier and Diogo Veríssimo and has published in prestigious journals such as Journal of Research in Science Teaching, International Journal of Science Education and Journal of Computer Assisted Learning.

In The Last Decade

Megan Ennes

27 papers receiving 274 citations

Peers

Megan Ennes

EDUCA

ECP

SPS

Scott Pattison United States

Carrie Tzou United States

Preeti Gupta United States

Ian Thacker United States

Jørgen Sjaastad Norway

Victoria C. Stewart United States

Rekha Koul Australia

Suzanne Reeve United States

Brian L. Gerber United States

Spela Godec United Kingdom

Scott Pattison United States

Megan Ennes

124 ×1.1

EDUCA

59 ×0.8

60 ×0.8

ECP

73 ×1.6

89 ×2.0

SPS

Citations per year, relative to Megan Ennes Megan Ennes (= 1×) peers Scott Pattison

Countries citing papers authored by Megan Ennes

Since Specialization

Citations

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

Fields of papers citing papers by Megan Ennes

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Megan Ennes

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

All Works

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20 of 20 papers shown

Ennes, Megan, et al.. (2024). A retrospective study of a climate change communication train-the-trainer program. Environmental Education Research. 30(12). 2228–2245.

Ennes, Megan, et al.. (2024). Revisiting Distance Learning in Museums Three Years After COVID-19 Closures. Quarterly review of distance education. 25(4). 33–50.

Ennes, Megan, et al.. (2023). Family Science Experiences’ Influence on Youths’ Achievement Value, Perceived Family Value, and Future Value of Science. Research in Science Education. 53(5). 977–992. 3 indexed citations

Ennes, Megan, et al.. (2022). Children and Parents’ Perceptions of Access to Science Tools at Home and Their Role in Science Self-efficacy. Research in Science Education. 53(4). 671–687. 13 indexed citations

Monroe, Martha C., et al.. (2022). Testing the influence of visual framing on engagement and pro‐environmental action. Conservation Science and Practice. 4(10). 13 indexed citations

Jones, M. Gail, et al.. (2022). Accelerating high school students’ science career trajectories through non-formal science volunteer programs. International Journal of Science Education Part B. 13(1). 28–39. 7 indexed citations

Jones, M. Gail, et al.. (2021). Understanding science career aspirations: Factors predicting future science task value. Journal of Research in Science Teaching. 58(7). 937–955. 29 indexed citations

Jones, M. Gail, et al.. (2021). The Next Generation of Science Educators: Museum Volunteers. Journal of Science Teacher Education. 33(3). 326–343. 4 indexed citations

Jones, M. Gail, et al.. (2021). The Privilege of Low Pay: Informal Educators’ Perspectives on Workforce Equity and Diversity. Journal of Museum Education. 46(4). 430–440. 7 indexed citations

10.

Ennes, Megan, Danielle F. Lawson, Kathryn T. Stevenson, M. Nils Peterson, & M. Gail Jones. (2021). It’s about time: perceived barriers to in-service teacher climate change professional development. Environmental Education Research. 27(5). 762–778. 27 indexed citations

11.

Ennes, Megan & M. Gail Jones. (2021). Building a Science Community: Family Science Programs. Science Scope. 44(4). 29–35. 1 indexed citations

12.

Ennes, Megan, et al.. (2021). Museum-Based Online Learning One Year After Covid-19 Museum Closures. Journal of Museum Education. 46(4). 467–480. 9 indexed citations

13.

Ennes, Megan, et al.. (2021). Science in School: Transforming K-12 Outreach Through Scientist Teacher Partnerships. 4(1). 6 indexed citations

14.

Ennes, Megan, et al.. (2020). Evaluation of Educator Self-Efficacy in Informal Science Centers. Journal of Museum Education. 45(3). 327–339. 7 indexed citations

15.

Carrier, Sarah, et al.. (2020). Stereotypes of Scientists: Seeds of Progress and Recommendations for Elementary Teachers.. Science educator. 27(2). 114–120. 1 indexed citations

16.

Jones, M. Gail, et al.. (2020). The Development and Validation of a Measure of Science Capital, Habitus, and Future Science Interests. Research in Science Education. 51(6). 1549–1565. 23 indexed citations

17.

Jones, M. Gail, et al.. (2019). Enclothed cognition: putting lab coats to the test. International Journal of Science Education. 41(14). 1962–1976. 6 indexed citations

18.

Ennes, Megan. (2019). Building Science Capital and Family Habitus Using a Systems Approach.. NCSU Libraries Repository (North Carolina State University Libraries). 2 indexed citations

19.

Hite, Rebecca, et al.. (2019). Teachers’ Pedagogical Acceptance of Novel 3D, Haptic-Enabled, Virtual Reality Technology. The Electronic Journal of Science Education. 1–34. 1 indexed citations

20.

Jones, M. Gail, et al.. (2018). Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale. Journal of Research in Science Teaching. 55(6). 876–900. 9 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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