Mike U. Smith

2.4k total citations
52 papers, 1.7k citations indexed

About

Mike U. Smith is a scholar working on Education, History and Philosophy of Science and Developmental and Educational Psychology. According to data from OpenAlex, Mike U. Smith has authored 52 papers receiving a total of 1.7k indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 19 papers in History and Philosophy of Science and 15 papers in Developmental and Educational Psychology. Recurrent topics in Mike U. Smith's work include Evolution and Science Education (17 papers), Science Education and Pedagogy (15 papers) and Education and Critical Thinking Development (14 papers). Mike U. Smith is often cited by papers focused on Evolution and Science Education (17 papers), Science Education and Pedagogy (15 papers) and Education and Critical Thinking Development (14 papers). Mike U. Smith collaborates with scholars based in United States, Sweden and United Kingdom. Mike U. Smith's co-authors include Lawrence C. Scharmann, Harvey Siegel, Ron Good, Norman G. Lederman, Randolph S. Devereaux, Ralph J. DiClemente, Murray Jensen, Mark C. James, Randy L. Bell and Michael P. Clough and has published in prestigious journals such as Preventive Medicine, The American Journal of Psychology and Journal of Research in Science Teaching.

In The Last Decade

Mike U. Smith

49 papers receiving 1.4k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mike U. Smith United States 21 955 619 524 514 235 52 1.7k
Sehoya Cotner United States 23 892 0.9× 171 0.3× 337 0.6× 240 0.5× 173 0.7× 76 1.5k
Sarah K. Brem United States 14 482 0.5× 359 0.6× 357 0.7× 367 0.7× 197 0.8× 34 1.1k
Joanne K. Olson United States 19 779 0.8× 71 0.1× 194 0.4× 414 0.8× 132 0.6× 51 1.1k
Martin Monk United Kingdom 14 947 1.0× 33 0.1× 186 0.4× 488 0.9× 135 0.6× 46 1.4k
Richard McGee United States 21 487 0.5× 18 0.0× 514 1.0× 96 0.2× 118 0.5× 40 1.6k
James A. Shymansky United States 20 1.1k 1.1× 18 0.0× 127 0.2× 480 0.9× 41 0.2× 68 1.3k
Elena Martín Ortega Spain 24 1.2k 1.2× 8 0.0× 337 0.6× 461 0.9× 165 0.7× 143 1.8k
Luisa Massarani Brazil 19 203 0.2× 14 0.0× 177 0.3× 113 0.2× 608 2.6× 233 1.3k
Brian E. Woolnough United Kingdom 18 783 0.8× 17 0.0× 122 0.2× 365 0.7× 84 0.4× 55 1.1k
Augustine Brannigan Canada 18 84 0.1× 96 0.2× 133 0.3× 38 0.1× 422 1.8× 64 1.1k

Countries citing papers authored by Mike U. Smith

Since Specialization
Citations

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

Fields of papers citing papers by Mike U. Smith

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Mike U. Smith. 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 Mike U. Smith. The network helps show where Mike U. Smith may publish in the future.

Co-authorship network of co-authors of Mike U. Smith

This figure shows the co-authorship network connecting the top 25 collaborators of Mike U. Smith. A scholar is included among the top collaborators of Mike U. Smith 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 Mike U. Smith. Mike U. Smith 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.
Smith, Mike U. & Harvey Siegel. (2019). Must Evolution Education that Aims at Belief Be Indoctrinating?. Science & Education. 28(9-10). 1235–1247. 6 indexed citations
2.
Smith, Mike U.. (2017). How Does Evolution Explain Blindness in Cavefish?. The American Biology Teacher. 79(2). 95–101. 2 indexed citations
3.
Smith, Mike U., Scott Snyder, & Randolph S. Devereaux. (2016). The GAENE—Generalized Acceptance of EvolutioN Evaluation: Development of a new measure of evolution acceptance. Journal of Research in Science Teaching. 53(9). 1289–1315. 52 indexed citations
4.
Smith, Mike U. & Harvey Siegel. (2016). On the Relationship Between Belief and Acceptance of Evolution as Goals of Evolution Education. Science & Education. 25(5-6). 473–496. 24 indexed citations
5.
Smith, Mike U., et al.. (2013). Mendel in the Modern Classroom. Science & Education. 24(1-2). 151–172. 12 indexed citations
6.
Smith, Mike U.. (2009). Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Issues. Science & Education. 19(6-8). 539–571. 151 indexed citations
7.
Smith, Mike U.. (2009). Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues. Science & Education. 19(6-8). 523–538. 113 indexed citations
8.
Anderson, Dianne L., Kathleen Fisher, & Mike U. Smith. (2009). Support for the CINS as a diagnostic conceptual inventory: Response to Nehm and Schonfeld (2008). Journal of Research in Science Teaching. 47(3). 354–357. 9 indexed citations
9.
Parish, David C., et al.. (2007). Academic competencies for medical faculty.. PubMed. 39(5). 343–50. 69 indexed citations
10.
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
11.
Smith, Mike U.. (2002). Creationism/Evolution Study Debated. The American Biology Teacher. 64(7). 487–492. 1 indexed citations
12.
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
13.
Smith, Mike U., Francis C. Dane, Michael C. Archer, Randolph S. Devereaux, & Harold Katner. (2000). Students Together Against Negative Decisions (STAND): Evaluation of a School-Based Sexual Risk Reduction Intervention in the Rural South. AIDS Education and Prevention. 12(1). 49–70. 60 indexed citations
14.
Smith, Mike U. & Ralph J. DiClemente. (2000). STAND: A Peer Educator Training Curriculum for Sexual Risk Reduction in the Rural South. Preventive Medicine. 30(6). 441–449. 53 indexed citations
15.
Smith, Mike U. & Ann C. H. Kindfield. (1999). Teaching Cell Division: Basics & Recommendations. The American Biology Teacher. 61(5). 366–371. 15 indexed citations
16.
Smith, Mike U.. (1994). Counterpoint: Belief, understanding, and the teaching of evolution. Journal of Research in Science Teaching. 31(5). 591–597. 86 indexed citations
17.
Smith, Mike U., et al.. (1993). What's wrong with this manuscript?: An analysis of the reasons for rejection given by journal of research in science teaching reviewers. Journal of Research in Science Teaching. 30(2). 209–211. 7 indexed citations
18.
Smith, Mike U.. (1991). Comment on “identification of student misconceptions in genetics problem solving via computer program”. Journal of Research in Science Teaching. 28(4). 383–384. 1 indexed citations
19.
Smith, Mike U.. (1985). Classroom-tested Recommendations for Teaching Problem Solving within a Traditional College Course: Genetics..
20.
Smith, Mike U. & Ron Good. (1984). Problem solving and classical genetics: Successful versus unsuccessful performance. Journal of Research in Science Teaching. 21(9). 895–912. 82 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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