Reneé Schwartz

5.3k total citations · 3 hit papers
46 papers, 3.5k citations indexed

About

Reneé Schwartz is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Reneé Schwartz has authored 46 papers receiving a total of 3.5k indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 23 papers in Developmental and Educational Psychology and 8 papers in Social Psychology. Recurrent topics in Reneé Schwartz's work include Science Education and Pedagogy (31 papers), Educational Strategies and Epistemologies (16 papers) and Education and Critical Thinking Development (15 papers). Reneé Schwartz is often cited by papers focused on Science Education and Pedagogy (31 papers), Educational Strategies and Epistemologies (16 papers) and Education and Critical Thinking Development (15 papers). Reneé Schwartz collaborates with scholars based in United States, Türkiye and Australia. Reneé Schwartz's co-authors include Norman G. Lederman, Fouad Abd‐El‐Khalick, Randy L. Bell, Barbara A. Crawford, Selina L. Bartels, Judith S. Lederman, Stephen Bartos, Allison Antink‐Meyer, Mary H. Brown and Patrick Enderle and has published in prestigious journals such as Nucleic Acids Research, SHILAP Revista de lepidopterología and Journal of Nutrition.

In The Last Decade

Reneé Schwartz

43 papers receiving 3.1k 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.

Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science

2002 1.3k citations Fouad Abd‐El‐Khalick, Reneé Schwartz et al. Journal of Research in Science Teaching profile →
Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry

2004 548 citations Reneé Schwartz, Norman G. Lederman et al. Science Education profile →
Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire

2013 269 citations Judith S. Lederman, Norman G. Lederman et al. Journal of Research in Science Teaching profile →

Peers

Reneé Schwartz

EDUCA

DEP

GABS

Barbara A. Crawford United States

Russell Tytler Australia

Reinders Duit Germany

Grady Venville Australia

William F. McComas United States

Pinchas Tamir Israel

Sherry A. Southerland United States

Eduardo Fleury Mortimer Brazil

Vaughan Prain Australia

Philip Scott United Kingdom

Barbara A. Crawford United States

Reneé Schwartz

3.0k ×1.0

EDUCA

1.7k ×0.9

DEP

420 ×0.7

589 ×1.8

GABS

208 ×1.0

Citations per year, relative to Reneé Schwartz Reneé Schwartz (= 1×) peers Barbara A. Crawford

Countries citing papers authored by Reneé Schwartz

Since Specialization

Citations

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

Fields of papers citing papers by Reneé Schwartz

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Reneé Schwartz

This figure shows the co-authorship network connecting the top 25 collaborators of Reneé Schwartz. A scholar is included among the top collaborators of Reneé Schwartz 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 Reneé Schwartz. Reneé Schwartz 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

Schwartz, Reneé. (2024). Why Teach NOS? Combatting Science Denial and Mistrust. SHILAP Revista de lepidopterología. 7(1). 17–22.

Avraamidou, Lucy & Reneé Schwartz. (2021). Who aspires to be a scientist/who is allowed in science? Science identity as a lens to exploring the political dimension of the nature of science. Cultural Studies of Science Education. 16(2). 337–344. 25 indexed citations

Enderle, Patrick, et al.. (2021). Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model. International Journal of Science Education. 43(8). 1273–1291. 12 indexed citations

Schwartz, Reneé, et al.. (2020). Views of Nature of Scientific Inquiry of Students in Different High Schools. TED EĞİTİM VE BİLİM. 45(201). 143–165. 9 indexed citations

Schwartz, Reneé, et al.. (2020). Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry. Science & Education. 29(2). 263–297. 27 indexed citations

Enderle, Patrick, et al.. (2020). Science teachers’ use of argumentation instructional model: linking PCK of argumentation, epistemological beliefs, and practice. International Journal of Science Education. 42(7). 1068–1086. 41 indexed citations

Schwartz, Reneé, et al.. (2017). To what extent does current scientific research and textbook content align? A methodology and case study. Journal of Research in Science Teaching. 54(8). 1097–1118. 5 indexed citations

Çetin, Pınar Seda, et al.. (2017). Science Camps for Introducing Nature of Scientific Inquiry Through Student Inquiries in Nature: Two Applications with Retention Study. Research in Science Education. 49(5). 1231–1255. 23 indexed citations

Schwartz, Reneé, et al.. (2016). A Card Game for Teaching Mendel's Laws, Meiosis, and Punnett Squares: Learning from the Fruit Fly. The Science Teacher. 83(8). 39.

10.

Ip, Edward H., Qi Zhang, Reneé Schwartz, et al.. (2013). Multi‐profile hidden Markov model for mood, dietary intake, and physical activity in an intervention study of childhood obesity. Statistics in Medicine. 32(19). 3314–3331. 11 indexed citations

11.

Lederman, Judith S., Norman G. Lederman, Stephen Bartos, et al.. (2013). Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching. 51(1). 65–83. 269 indexed citations breakdown →

12.

Schwartz, Reneé, Norman G. Lederman, & Fouad Abd‐El‐Khalick. (2012). A series of misrepresentations: A response to Allchin's whole approach to assessing nature of science understandings. Science Education. 96(4). 685–692. 65 indexed citations

13.

Schwartz, Reneé, et al.. (2011). The Impact of Full Immersion Scientific Research Experiences on Teachers’ Views of the Nature of Science. The Electronic Journal of Science Education. 14(2). 1–40. 17 indexed citations

14.

Schwartz, Reneé & Julie Gess‐Newsome. (2008). Elementary Science Specialists: A Pilot Study of Current Models And a Call for Participation in The Research. Science educator. 17(2). 19–30. 22 indexed citations

15.

Schwartz, Reneé, Norman G. Lederman, & Barbara A. Crawford. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education. 88(4). 610–645. 548 indexed citations breakdown →

16.

Schwartz, Reneé, Norman G. Lederman, & Fouad Abd‐El‐Khalick. (2000). Achieving the Reforms Vision: The Effectiveness of a Specialists‐Led Elementary Science Program. School Science and Mathematics. 100(4). 181–193. 25 indexed citations

17.

Duggan-Haas, Don, et al.. (2000). Science and Science Education Collaboratives: Where We Are, How We Got There, and Where We Are Going.. 3 indexed citations

18.

Schwartz, Reneé. (1997). Analyses of frameshifting at UUU-pyrimidine sites. Nucleic Acids Research. 25(10). 2005–2011. 35 indexed citations

19.

Schwartz, Reneé, John G. Morris, Denis Crimmins, et al.. (1990). A comparison of two methods of eliciting the ankle jerk. Australian and New Zealand Journal of Medicine. 20(2). 116–119. 12 indexed citations

20.

Scrimshaw, N. S., et al.. (1966). Minimum Dietary Essential Amino Acid-to-total Nitrogen Ratio for Whole Egg Protein Fed to Young Men. Journal of Nutrition. 89(1). 9–18. 32 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